Stereotyping and ethnicity gaps in teacher assigned grades
利用英格兰评估方式变化，比较教师预测成绩与盲评考试成绩，发现教师评定下少数族裔学生数学成绩偏高、英语成绩偏低，刻板印象是主要解释。
We explore the contribution of stereotyping to attainment gaps between pupils from different ethnic groups when grades are assigned by teachers. We exploit a change in assessment methods in England to compare grades based on teacher predictions to grades received through blindly marked examinations. When grades are assigned by teachers, ethnic minority pupils receive higher grades in maths and lower grades in English relative to White British pupils and compared to when grades are assigned through exams marked by external assessors. We use an extension of the Gelbach decomposition (Gelbach, 2016) to investigate whether the effects can be accounted for by differences in the levels of, or returns to, observed characteristics between years. Accounting for these differences partially reduces the grade gap changes in maths but roughly doubles the magnitude of the grade gap changes in English. Grade gap changes are also not driven by time trends or ceiling effects. We conclude that group-specific stereotyping is a convincing explanation of the results.