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  5. Differences in Teachers' Assessments of Students by English Learner Status

AEA Papers and Proceedings

ISSN 2574-0768 (Print) | ISSN 2574-0776 (Online)

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Differences in Teachers' Assessments of Students by English Learner Status

  • Maria Zhu
AEA Papers and Proceedings
vol. 114, May 2024
(pp. 523–27)
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Abstract

This paper investigates potential disparities in how teachers perceive academic achievement between English Learner (EL) students and their non-EL counterparts. Using data on elementary and middle school students in North Carolina, I compare teachers' academic assessments of EL students to those of non-EL students in the same class with the same standardized-test-based achievement. Results reveal that teachers hold more negative perceptions of achievement for EL students compared to academically comparable non-EL peers. These results emphasize the added difficulties experienced by EL students in academic settings, compounding the challenges they already encounter from language barriers.

Citation

Zhu, Maria. 2024. "Differences in Teachers' Assessments of Students by English Learner Status." AEA Papers and Proceedings, 114: 523–27. DOI: 10.1257/pandp.20241019

Additional Materials

JEL Classification

  • H75 State and Local Government: Health; Education; Welfare; Public Pensions
  • I21 Analysis of Education
  • I28 Education: Government Policy
  • J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
  • J45 Public Sector Labor Markets