ERIC Number: EJ875551
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
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.)
Descriptors: High Stakes Tests, Standardized Tests, Grade 4, Grade 3, Gender Differences, Teacher Student Relationship, Sex, Scores, Males, Females, Teaching Methods, Elementary School Students, State Standards, Statistical Analysis
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: firstname.lastname@example.org; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4
Authoring Institution: N/A
Identifiers - Location: Washington
Identifiers - Assessments and Surveys: Washington Assessment of Student Learning