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Title page 1

Contents 1

Abstract 3

1. Introduction 4

2. Value-Added Framework of Teachers' Stereotyped Assessments 8

2.1. Setup 8

2.2. Empirical Implications 9

3. Institutional Background and Data 10

3.1. Public School System 10

3.2. Students' Blindly Graded and Teacher-graded Examinations 11

3.3. Data 12

4. Measuring Teachers' Stereotyped Assessments 15

4.1. Estimation Strategy 16

4.2. Estimates of Teacher-Level Gender Differences in Assessments 18

4.3. Are Gender Differences in Assessments Correlated with Gender-Based Ability Stereotypes? 20

5. Long-Term Effects of Teachers' Stereotypical Assessments 21

5.1. Estimation Strategy 21

5.2. Identification of Long-Term Effects 22

5.3. Effects on Labor Market Outcomes 24

5.4. Beyond a Single Teacher: Effects of Average Exposure in High School 30

5.5. Academic Careers and High School Completion 31

5.6. Robustness Checks 33

6. Discussion of Mechanisms 35

6.1. Teachers' Stereotyped Assessments and Value Added 35

6.2. Students' Internalization of Ability Stereotypes 35

6.3. Gender-Based Industry Sorting 37

7. Conclusions 38

References 39

Appendix A. Data Appendix 47

Appendix B. Technical Appendix 52

Appendix C. Additional Figures and Tables 54

Appendix D. Analysis of Blindly Graded- and Classroom Examinations 73

Appendix E. Distributional Estimates of Teachers' Stereotyped Assessments 76

Tables 14

Table I. Descriptive statistics for 8th- to 11th-grade high school teacher-student matched sample 14

Table II. Descriptive statistics for surveyed teachers with a stereotyped assessment measure 16

Table III. Gender Differences in Assessment and Implicit Gender Stereotypes Relationship 21

Table IV. Exogenous Assignment of Students to Mathematics Teachers with Varied Stereotypical Grading Levels 24

Table V. Formal Sector Employment: Effects of Exposure to Mathematics Teachers' Stereotyped Assessments 27

Table VI. Monthly Earnings: Effects of Exposure to Mathematics Teachers' Stereotyped Assessments 29

Table VII. High School Graduation Effects of Exposure to Mathematics Teacher Stereotyped Assessments 34

Table VIII. Mechanism Analysis of Internalized Math Teachers' Stereotyped Assessments and Student Survey-Collected Measures 36

Table IX. Distribution of Student Cohorts in Estimation Samples 49

Table X. Association blocks of gender-science IAT 49

Table XI. Concepts and items of gender-science IAT 50

Table XII. Concepts and items of gender-career IAT 50

Table XIII. Descriptive Statistics for 8th-Grade Students with Teacher-Assessed and Blindly Graded Test Scores 59

Table XIV. Descriptive Statistics on Matched High School Graduates' Employment Records 60

Table XV. Variation in Estimates of Teacher-Level Stereotypical Assessments 61

Table XVI. Relationship Between Gender Differences in Assessment and Mathematics Teachers' Characteristics 62

Table XVII. Coeffcient Stability: High School Graduation Effects of Math Teacher Stereotyped Assessments 63

Table XVIII. College Attendance Effects of Exposure to Mathematics Teacher Stereotyped Assessment 64

Table XIX. Robustness Exercise: High School Completion Effects of Exposure to Mathematics Teachers' Stereotyped Assessments in a Subsample of Students... 65

Table XX. Robustness exercise, high school -completion effects of exposure to mathematics teachers' stereotyped assessments in a subsample of students... 66

Table XXI. High School Graduation Effects of Exposure to Language Arts Teachers' Stereotyped Assessments 67

Table XXII. Formal Sector Employment: Effects of Exposure to Language Arts Teachers' Stereotyped Assessments 68

Table XXIII. Monthly Earnings: Effects of Exposure to Language Arts Teachers' Stereotyped Assessments 69

Table XXIV. Student Tracking to Stereotyped Teachers' Sequences 69

Table XXV. Classroom Scores: Effects of Exposure to Teachers' Stereotyped Assessments 70

Table XXVI. Bias-corrected correlation matrix of parameters of teacher value-added and stereotyped teacher assessments 71

Table XXVII. Descriptive Statistics for Surveyed Students with a Stereotyped Assessment Measure 72

Table XXVIII. Comparison of mathematics classroom and standardized test contents 73

Table XXIX. Mathematics questions by topic in classroom and standardized tests 74

Figures 15

Figure 1. Distribution of Teachers' Gender-Science IAT Scores 15

Figure 2. Teacher-level Stereotyped Assessment Posterior Means Under EB Deconvolution 19

Figure 3. Effects of Teachers' Stereotypical Assessments on Employment Outcomes 26

Figure 4. Effects on the Probability of Students' Earnings Exceeding a Percentile After High School Graduation (Ages 18-19) 30

Figure 5. Effects of Average High School Exposure to Stereotypical Assessments on Student Outcomes 32

Figure 6. Effects on Probability of Employment in the Formal Sector by Female- vs. Male-Dominated Industries 38

Figure 7. Map of Teachers' Survey Completion 55

Figure 8. Mathematics Teachers' Self-Reported Gender Attitudes Collected by Survey 56

Figure 9. Exogeneity Test for the Relationship Between Observable Characteristics of Math Teachers and Pre-Determined Traits of Students 57

Figure 10. Actual and Simulated Variation in Teacher-Level Stereotyped Assessment Exposure 58

Figure 11. Data Collection Timeline 58

Figure 12. Distribution of test item formats in standardized assessments and classrooms 75

Figure 13. Distribution of linear shrinkage posterior means of teacher-level stereotyped assessment estimates 77

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