The Effect of Same-Gender Teacher Assignment on Student Achievement in the Elementary and Secondary Grades: Evidence from Panel Data

Autor/inn/en	Winters, Marcus A.; Haight, Robert C.; Swaim, Thomas T.; Pickering, Katarzyna A.
Titel	The Effect of Same-Gender Teacher Assignment on Student Achievement in the Elementary and Secondary Grades: Evidence from Panel Data
Quelle	In: Economics of Education Review, 34 (2013), S.69-75 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2013.01.007
Schlagwörter	Teacher Characteristics; Sex; Elementary School Teachers; Secondary School Teachers; High School Students; Elementary School Students; Middle School Students; Public Schools; Academic Achievement; Teacher Student Relationship; Florida + Suchen Sie Ihr Suchwort? Geschlecht; Geschlechtsverkehr; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Public school; Öffentliche Schule; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	We utilize information from a rich administrative panel dataset following the universe of test-taking public school students in Florida over a period of five years to estimate the relationship between same-gender teacher assignment and student achievement. We estimate how a student's achievement changes as he/she is assigned to teachers of different genders throughout his/her academic career, holding constant both observed and unobserved factors related to academic outcomes. We also provide estimates from models that evaluate how the relative performance of male and female student assigned to the same teacher or in the same classroom relates to the gender of the teacher. We find no statistically distinguishable relationship between same-gender teacher assignments and student math or reading achievement in elementary school. We find a statistically significant relationship between being assigned to a female teacher and student achievement in middle and high school, however the magnitude of the effect is small. (Contains 2 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10