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ERIC Number: EJ875551
Record Type: Journal
Publication Date: 2005
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1099-839X
Student Gender and Teacher Gender: What Is the Impact on High Stakes Test Scores?
Krieg, John M.
Current Issues in Education, v8 n9 2005
A large literature establishes that boys and girls are treated differently in the classroom. Research suggests that this treatment depends upon the gender of the teacher. Using a large data set that observes a matched teacher/student sample over multiple years, this paper explores the impact of teacher and student gender differences on standardized test scores. Three notable findings are found: 1) conditional upon their test scores at the end of third grade, boys perform worse and gain less on math, reading, and writing during the 4th grade; 2) regardless of gender, students of male teachers perform worse than students of female teachers and; 3) there is no significant differential impact of male teachers on boys versus girls--both do equally poorly relative to students of female teachers. These findings cast doubt on the argument that teachers instruct students differentially based upon student gender. (Contains 3 tables.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington
Identifiers - Assessments and Surveys: Washington Assessment of Student Learning