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DTSTART:20251102T020000
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DESCRIPTION:Maria Zhu\, assistant professor of economics and CPR senior res
 earch associate at Syracuse University\, will present&nbsp\;"New Findings 
 on Racial Bias in Teachers' Assessments of Students"&nbsp\;as part of the 
 CPR Seminar Series.Abstract: This paper assesses racial discrepancies in t
 eachers' assessments of student achievement\, conditional on standardized 
 test-based achievement. I find that addressing measurement error in standa
 rdized test scores is important in obtaining unbiased estimates of racial 
 assessment gaps. After correcting for measurement error in standardized te
 st scores\, results indicate teachers assess Black students as being highe
 r achieving than White students with the same standardized test-based achi
 evement\, which runs contrary to prior findings on Black-White teacher ass
 essment gaps. Further analysis indicates these findings are consistent wit
 h i) standardized tests being negatively biased towards Black students and
  ii) teacher inflating assessments of Black students relative to White stu
 dents due to social desirability bias.
DTEND:20240215T220000Z
DTSTAMP:20260510T204538Z
DTSTART:20240215T203000Z
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SEQUENCE:0
SUMMARY:CPR Seminar Series: 'New Findings on Racial Bias in Teachers' Asses
 sments of Students'
UID:RFCALITEM639140283389685929
X-ALT-DESC;FMTTYPE=text/html:<p>Maria Zhu\, assistant professor of economic
 s and CPR senior research a<span style="background-color: initial\; font-f
 amily: inherit\; font-size: inherit\; text-align: inherit\; text-transform
 : inherit\; word-spacing: normal\; caret-color: auto\; white-space: inheri
 t">ssociate at Syracuse University\, will present&nbsp\;</span>"New Findin
 gs on Racial Bias in Teachers' Assessments of Students"&nbsp\;<span style=
 "background-color: initial\; font-family: inherit\; font-size: inherit\; t
 ext-align: inherit\; text-transform: inherit\; word-spacing: normal\; care
 t-color: auto\; white-space: inherit\; color: inherit">as part of the CPR 
 Seminar Series.</span><span style="background-color: initial\; font-family
 : inherit\; font-size: inherit\; text-align: inherit\; text-transform: inh
 erit\; word-spacing: normal\; caret-color: auto\; white-space: inherit\; c
 olor: inherit"></span></p><p><span style="background-color: initial\; font
 -family: inherit\; font-size: inherit\; text-align: inherit\; text-transfo
 rm: inherit\; word-spacing: normal\; caret-color: auto\; white-space: inhe
 rit\; color: inherit">Abstract: </span></p><p>This paper assesses racial d
 iscrepancies in teachers' assessments of student achievement\, conditional
  on standardized test-based achievement. I find that addressing measuremen
 t error in standardized test scores is important in obtaining unbiased est
 imates of racial assessment gaps. After correcting for measurement error i
 n standardized test scores\, results indicate teachers assess Black studen
 ts as being higher achieving than White students with the same standardize
 d test-based achievement\, which runs contrary to prior findings on Black-
 White teacher assessment gaps. Further analysis indicates these findings a
 re consistent with i) standardized tests being negatively biased towards B
 lack students and ii) teacher inflating assessments of Black students rela
 tive to White students due to social desirability bias.</p>
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