Test Scores, Subjective Assessment, and Stereotyping of Ethnic Minorities
利用英格兰考试系统中外部阅卷的客观测试与教师内部主观评价的差异，发现少数族裔学生相对于白人学生存在系统性评分偏差，并提出了基于教师当地经验的刻板印象模型来解释这一现象。
We assess whether ethnic minority pupils are subject to low teacher expectations. We exploit the English testing system of "quasi-blind" externally marked tests and "nonblind" internal assessment to compare differences in these assessment methods between white and ethnic minority pupils. We find evidence that some ethnic groups are systematically underassessed relative to their white peers, while some are overassessed. We propose a stereotype model in which a teacher's local experience of an ethnic group affects assessment of current pupils; this is supported by the data.