Unexpected gender differences in teacher ratings of academic skills and school track recommendations

Abstract

Previous research suggests that girls get better school marks and are more often recommended for academic school tracks after primary school. Using data from a representative sample of 4529 students who were followed longitudinally between grades 1–4 in Germany, this study adds nuance to this picture. In simple logistic regression models, girls were found to get more favourable teacher ratings in terms of language and written skills and more favourable school track recommendations, while boys got better teacher ratings in terms of nature knowledge and mathematical skills. In models that included control variables (achievement test scores, teacher-rated ability to concentrate, teacher-rated social skills, and teacher-rated personality characteristics), gender gaps shifted to the boys’ advantage, with written skills remaining the only domain with female advantages. Linear growth models showed that in three out of four cases, gender gaps in teacher-rated skills widened over the course of primary school.