The effect of same-gender teacher assignment on student achievement in the elementary and secondary grades: Evidence from panel data

Marcus A. Winters, Robert C. Haight, Thomas T. Swaim, Katarzyna A. Pickering

Research output: Contribution to journalArticlepeer-review

27 Scopus citations

Abstract

We utilize information from a rich administrative panel dataset following the universe of test-taking public school students in Florida over a period of five years to estimate the relationship between same-gender teacher assignment and student achievement. We estimate how a student's achievement changes as he/she is assigned to teachers of different genders throughout his/her academic career, holding constant both observed and unobserved factors related to academic outcomes. We also provide estimates from models that evaluate how the relative performance of male and female student assigned to the same teacher or in the same classroom relates to the gender of the teacher. We find no statistically distinguishable relationship between same-gender teacher assignments and student math or reading achievement in elementary school. We find a statistically significant relationship between being assigned to a female teacher and student achievement in middle and high school, however the magnitude of the effect is small.

Original languageEnglish
Pages (from-to)69-75
Number of pages7
JournalEconomics of Education Review
Volume34
DOIs
StatePublished - Jun 2013

Keywords

  • Educational economics
  • Impact of schooling
  • Student/teacher gender assignment

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