gender gap , test scores , university entrance exam
Abstract:
The reversing gender gap observed in many countries led to a heated debate
to explain the persistent gap in academia and other top fields despite the reversal.
This paper aims at analyzing the gender gap in education outcomes from different
evaluation and exam techniques and gender gap in outcomes of college applications
using Turkish administrative data. In Turkey, university applications are centralized
based on a standardized test. Assignments of applicants depend on an assignment
score which is calculated as a weighted sum of standardized test score and high
school GPA with a little contribution from the latter. I find considerable gender gap
in favor of females in high school GPAs which is a long term evaluation of students
based on every written exam during high school while the female outperformance
is not as obvious in standardized test scores which comes from a stressful 3 hours
multiple choice test. I also analyze the gender gap in college application outcomes
and show that females are less likely to be assigned to a top major conditional on
test scores. These findings contribute to the discussion of gender gap in performance
in education suggesting that evaluation systems might have gender biased impacts
on students and underrepresentation of females in top fields and/or universities can
not be explained only by mean differences in test scores and test score distributions.
Dieser Eintrag ist Teil der Universitätsbibliographie.
Das Dokument wird vom Publikationsserver der Universitätsbibliothek Mannheim bereitgestellt.
Available versions of this item
Do Girls Really Outperform Boys in Educational Outcomes? (deposited 21 Feb 2014 10:59)[currently selected]
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