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- W4308222883 abstract "• We test whether teachers factor student classroom behavior into achievement test scores. • .The empirical strategy contrasts teacher- and blindly- assigned scores on high-stakes exams. • Teachers systematically inflate (deduce) points from the well(bad)-behaved students. • Teachers bias boys’ scores negatively, but classroom behavior explains around two-thirds of this result. • Teachers’ decision to promote students is also influenced by how they behave in class. • These grading practices lead to relevant changes in the probability of grade retention. This paper tests whether teachers unequally evaluate students based on their classroom behavior, rather than their scholastic competence. Evidence is drawn from a unique dataset on students from Brazil, which allows us to contrast teacher- and blindly-assigned scores on achievement tests that are high-stakes and cover the same material. We find that teachers inflate test scores of better-behaved students, and deduct points from worse-behaved ones. We also find that teachers’ decision to promote students is influenced by how they behave in class. Our results (i) document a potentially inefficient way of assessing students’ knowledge, (ii) explain a large part of grading discrimination against boys, and (iii) reveal a causal effect of noncognitive skills on educational outcomes that is unrelated to student proficiency." @default.
- W4308222883 created "2022-11-09" @default.
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- W4308222883 date "2022-12-01" @default.
- W4308222883 modified "2023-09-30" @default.
- W4308222883 title "Assessing knowledge or classroom behavior? Evidence of teachers’ grading bias" @default.
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- W4308222883 doi "https://doi.org/10.1016/j.jpubeco.2022.104773" @default.
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