A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

/pdf/education-at-a-glance-m5vl7o68j5.pdf

Education at a Glance

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Handbook Of Psychological Testing

Women comprise a minority of the Science, Technology, Engineering, Mathematics, and Medicine (STEMM) workforce. Quantifying the gender gap may identify fields that will not reach parity without intervention, reveal underappreciated biases, and inform benchmarks for gender balance among conference speakers, editors, and hiring committees. Using the PubMed and arXiv databases, we estimated the gender of 36 million authors from >100 countries publishing in >6000 journals, covering most STEMM disciplines over the last 15 years, and made a web app allowing easy access to the data (https://lukeholman.github.io/genderGap/). Despite recent progress, the gender gap appears likely to persist for generations, particularly in surgery, computer science, physics, and maths. The gap is especially large in authorship positions associated with seniority, and prestigious journals have fewer women authors. Additionally, we estimate that men are invited by journals to submit papers at approximately double the rate of women. Wealthy countries, notably Japan, Germany, and Switzerland, had fewer women authors than poorer ones. We conclude that the STEMM gender gap will not close without further reforms in education, mentoring, and academic publishing.

https://journals.plos.org/plosbiology/article/file?id=10.1371/journal.pbio.2004956&type=printable

The gender gap in science: How long until women are equally represented?

An International Standard Classification of Education (ISCED).

To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to present material at a more appropriate level. Lower-achieving pupils are particularly likely to benefit from tracking if teachers would otherwise have incentives to teach to the top of the distribution. We propose a simple model nesting these effects. We compare 61 Kenyan schools in which students were randomly assigned to a first grade class with 60 in which students were assigned based on initial achievement. In non-tracking schools, students randomly assigned to academically stronger peers scored higher, consistent with a positive direct effect of academically strong peers. However, compared to their counterparts in non-tracking schools, students in tracking schools scored 0.14 standard deviations higher after 18 months, and this effect persisted one year after the program ended. Furthermore, students at all levels of the distribution benefited from tracking. Students near the median of the pre-test distribution benefited similarly whether assigned to the lower or upper section. A natural interpretation is that the direct effect of high-achieving peers is positive, but that tracking benefited lower-achieving pupils indirectly by allowing teachers to teach at a level more appropriate to them.

Replication data for: Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya

This paper provides new evidence on gender bias in teaching evaluations. We exploit a quasi-experimental dataset of 19,952 student evaluations of university faculty in a context where students are randomly allocated to female or male instructors. Despite the fact that neither students’ grades nor self-study hours are affected by the instructor’s gender, we find that women receive systematically lower teaching evaluations than their male colleagues. This bias is driven by male students’ evaluations, is larger for mathematical courses and particularly pronounced for junior women. The gender bias in teaching evaluations we document may have direct as well as indirect effects on the career progression of women by affecting junior women’s confidence and through the reallocation of instructor resources away from research and towards teaching.

/pdf/gender-bias-in-teaching-evaluations-3zf7y3q2tp.pdf

Gender Bias in Teaching Evaluations

This paper provides evidence on ability peer effects in university education. Identification comes from the random assignment of students to sections. We find that students on average benefit from better-ability peers. Low-ability students, however, are harmed by high-ability peers. We introduce a placebo analysis that provides a simple test to quantify the estimation bias driven by the mechanisms described in Angrist (2013). In our setting, the bias is small and does not drive our results. Analyzing students’ course evaluations suggests that peer effects are driven by improved student interaction rather than adjustments in teachers’ behavior or students’ effort.

/pdf/understanding-peer-effects-on-the-nature-estimation-and-5fxg6eryuw.pdf

Understanding Peer Effects: On the Nature, Estimation and Channels of Peer Effects

This paper estimates peer effects in a university context where students are randomly assigned to sections. While students benefit from better peers on average, low-achieving students are harmed by high-achieving peers. Analyzing students’ course evaluations suggests that peer effects are driven by improved group interaction rather than adjustments in teachers’ behavior or students' effort. We further show, building on Angrist (2014), that classical measurement error in a setting where group assignment is systematic can lead to substantial overestimation of peer effects. With random assignment, as is the case in our setting, estimates are only attenuated.

We investigate how high school gender composition affects students’ participation in STEM at college. Using Danish administrative data, we exploit idiosyncratic within-school variation in gender co...

/pdf/exposure-to-more-female-peers-widens-the-gender-gap-in-stem-41zfa9da96.pdf

Exposure to More Female Peers Widens the Gender Gap in STEM Participation

This paper provides new evidence on gender bias in teaching evaluations. We exploit a quasi-experimental dataset of 19,952 student evaluations of university faculty in a context where students are randomly allocated to female or male instructors. Despite the fact that neither students' grades nor self-study hours are affected by the instructor's gender, we find that women receive systematically lower teaching evaluations than their male colleagues. This bias is driven by male students' evaluations, is larger for mathematical courses and particularly pronounced for junior women. The gender bias in teaching evaluations we document may have direct as well as indirect effects on the career progression of women by affecting junior women's confidence and through the reallocation of instructor resources away from research and towards teaching.

Ulf Zölitz

Papers

Gender Bias in Teaching Evaluations

Understanding Peer Effects: On the Nature, Estimation and Channels of Peer Effects

Understanding Peer Effects: On the Nature, Estimation and Channels of Peer Effects

Exposure to More Female Peers Widens the Gender Gap in STEM Participation

Gender Bias in Teaching Evaluations