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ERIC Number: EJ1013228
Record Type: Journal
Publication Date: 2013
Pages: 29
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0022-166X
Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School
Cornwell, Christopher; Mustard, David B.; Van Parys, Jessica
Journal of Human Resources, v48 n1 p236-264 Win 2013
Using data from the 1998-99 ECLS-K cohort, we show that the grades awarded by teachers are not aligned with test scores. Girls in every racial category outperform boys on reading tests, while boys score at least as well on math and science tests as girls. However, boys in all racial categories across all subject areas are not represented in grade distributions where their test scores would predict. Boys who perform equally as well as girls on reading, math, and science tests are graded less favorably by their teachers, but this less favorable treatment essentially vanishes when noncognitive skills are taken into account. For some specifications there is evidence of a grade "bonus" for boys with test scores and behavior like their girl counterparts. (Contains 6 tables, 2 figures, and 14 footnotes.)
University of Wisconsin Press. 1930 Monroe Street, Madison, WI 53711-2059. Tel: 608-263-0668; Fax: 608-263-1173; e-mail: journals@uwpress.wisc.edu; Web site: http://www.wisc.edu/wisconsinpress/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Kindergarten; Elementary Education; Primary Education; Intermediate Grades; Grade 1; Grade 3; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey