Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School
利用1998-99年ECLS-K队列数据，发现教师评分与考试成绩不一致，男孩在各科目上成绩不差但评分更低，这种差异在考虑非认知技能后消失。
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.