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Teacher Value-Added and Gender Gaps in Educational Outcomes. Discussion Paper No. 1995

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Title: Teacher Value-Added and Gender Gaps in Educational Outcomes. Discussion Paper No. 1995
Language: English
Authors: Andrés Barrios-Fernández, Marc Riudavets-Barcons, London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Source: Centre for Economic Performance. 2024.
Availability: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Peer Reviewed: N
Page Count: 69
Publication Date: 2024
Sponsoring Agency: FONDECYT (Fondo Nacional de Desarrollo Cientifico y Tecnologico: National Fund for Scientific and Technological Development) (Chile)
Spencer Foundation
Document Type: Reports - Research
Education Level: Postsecondary Education
Higher Education
Elementary Education
Grade 8
Junior High Schools
Middle Schools
Elementary Secondary Education
Descriptors: Foreign Countries, Value Added Models, Teacher Effectiveness, Gender Differences, Achievement Gap, Postsecondary Education, Mathematics Achievement, Teacher Characteristics, College Entrance Examinations, Mathematics Teachers, Gender Bias, Spanish, Language Arts, Grade 8, Elementary Secondary Education, Teacher Influence
Geographic Terms: Chile
ISSN: 2042-2695
Abstract: This paper uses rich administrative data from Chile to estimate teacher value added (TVA) on test scores and on an educational attainment index. We allow each teacher to have a different TVA for male and female students and show that differences in TVA explain an important part of the gender gaps we observe in test scores and postsecondary education trajectories. The gaps in gender-specific teaching effectiveness are especially pronounced in mathematics. Indeed, eliminating within-teacher differences in math test score VA would reduce the gender gap in math performance by 67%. We explore what could be behind these gaps in gender-specific TVA and find no significant differences in what makes teachers effective for male and female students. We do find, however, significant associations between teacher characteristics--e.g., gender and performance in the college admission exam--and practices--e.g., paying attention to low-performing students, congratulating students who improve, and having a good relationship with students--with teacher effectiveness. Finally, we also show that math teachers tend to be biased in favor of male students and that teachers with smaller gender biases are more effective for both, male and female students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED674599
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Teacher Value-Added and Gender Gaps in Educational Outcomes. Discussion Paper No. 1995
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  Data: <searchLink fieldCode="AR" term="%22Andrés+Barrios-Fernández%22">Andrés Barrios-Fernández</searchLink><br /><searchLink fieldCode="AR" term="%22Marc+Riudavets-Barcons%22">Marc Riudavets-Barcons</searchLink><br /><searchLink fieldCode="AR" term="%22London+School+of+Economics+and+Political+Science+%28United+Kingdom%29%2C+Centre+for+Economic+Performance+%28CEP%29%22">London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)</searchLink>
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  Data: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
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  Data: 69
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  Data: FONDECYT (Fondo Nacional de Desarrollo Cientifico y Tecnologico: National Fund for Scientific and Technological Development) (Chile)<br />Spencer Foundation
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  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Data: This paper uses rich administrative data from Chile to estimate teacher value added (TVA) on test scores and on an educational attainment index. We allow each teacher to have a different TVA for male and female students and show that differences in TVA explain an important part of the gender gaps we observe in test scores and postsecondary education trajectories. The gaps in gender-specific teaching effectiveness are especially pronounced in mathematics. Indeed, eliminating within-teacher differences in math test score VA would reduce the gender gap in math performance by 67%. We explore what could be behind these gaps in gender-specific TVA and find no significant differences in what makes teachers effective for male and female students. We do find, however, significant associations between teacher characteristics--e.g., gender and performance in the college admission exam--and practices--e.g., paying attention to low-performing students, congratulating students who improve, and having a good relationship with students--with teacher effectiveness. Finally, we also show that math teachers tend to be biased in favor of male students and that teachers with smaller gender biases are more effective for both, male and female students.
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  Data: ED674599
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 69
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Value Added Models
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Gender Differences
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: College Entrance Examinations
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Gender Bias
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      – SubjectFull: Spanish
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      – SubjectFull: Language Arts
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      – SubjectFull: Grade 8
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      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: Chile
        Type: general
    Titles:
      – TitleFull: Teacher Value-Added and Gender Gaps in Educational Outcomes. Discussion Paper No. 1995
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            NameFull: Andrés Barrios-Fernández
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