Boys persistently lag behind girls in English/language arts. We find that heterogeneity in teachersa?? relative boy-specific value added could explain a large proportion of this gap. We exploit multifaceted measures of effective teaching, including popular teacher observation protocols, principal ratings, and student perceptions of teaching practices, to explain this heterogeneity. We find no evidence of heterogeneous effects of these teacher measures by gender. Instead, we show that gender gaps in student evaluations of teaching practices capture meaningful differences in the perceived inputs boys and girls receive from the same teacher, explaining from a third to all of the value-added gender gap.

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1 October 2022

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Journal of Human Capital 16(3) , pp.372-403, 2022

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DOI: 10.1086/719731

https://www.journals.uchicago.edu/doi/abs/10.1086/719731

This Journal article is published under the centre's Education programme.