School Quality and the Gender Gap in Educational Achievement
Recent evidence indicates that boys and girls are differently affected by the quantity and quality of family inputs received in childhood. We assess whether this is also true for schooling inputs. Using matched Florida birth and school administrative records, we estimate the causal effect of school quality on the gender gap in educational outcomes by contrasting opposite-sex siblings who attend the same sets of schools—thereby purging family heterogeneity—and leveraging within-family variation in school quality arising from family moves. Investigating middle school test scores, absences and suspensions, we find that boys benefit more than girls from cumulative exposure to higher quality schools.
We thank seminar participants at AEA session for valuable comments. Autor acknowledges support from the Russell Sage Foundation (Grant #85-12-07). Figlio and Roth acknowledge support from the National Science Foundation and the Institute for Education Sciences (CALDER grant), and Figlio acknowledges support from the National Institute of Child Health and Human Development and the Bill and Melinda Gates Foundation. Wasserman acknowledges support from the NSF Graduate Research Fellowship and the National Institute on Aging, Grant #T32-AG000186. We are grateful to the Florida Departments of Education and Health for providing the de-identified, matched data used in this analysis. The conclusions expressed in this paper are those of the authors and do not represent the positions of the Florida Departments of Education and Health, those of our funders, or those of the National Bureau of Economic Research.
David Autor & David Figlio & Krzysztof Karbownik & Jeffrey Roth & Melanie Wasserman, 2016. "School Quality and the Gender Gap in Educational Achievement," American Economic Review, American Economic Association, vol. 106(5), pages 289-95, May. citation courtesy of
David Autor & David Figlio & Krzysztof Karbownik & Jeffrey Roth & Melanie Wasserman, 2016. "School Quality and the Gender Gap in Educational Achievement," American Economic Review, vol 106(5), pages 289-295.