We compare non-blind teacher assessments with blind national test scores in maths to examine teacher-test score disparities by children’s height and weight. Relative to test scores, shorter and heavier children are rated less favourably by teachers. This teachertest score discrepancy cannot be explained by the child’s behaviours, motivation to learn or cognitive ability. Unobserved student fixed effects across subjects explain the teachertest score discrepancy by height, but not weight. Our analysis points to biased teacher assessments as the most plausible explanation for the remaining teacher-test score gap by weight. We find harsher teacher assessments are associated with a reduction in both the child’s future test performance and liking for maths 4 years later.

中文翻译：

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短，重和被低估？根据儿童体型的教师评估偏差*

我们将非盲教师评估与数学盲国家考试成绩进行比较，以检查教师与儿童身高和体重的考试成绩差异。相对于考试成绩，教师对身材矮小和体重较重的孩子的评价较低。这个教师测试分数差异不能用孩子的行为、学习动机或认知能力来解释。跨学科的未观察到的学生固定效应解释了教师测试分数的身高差异，而不是体重。我们的分析指出，有偏见的教师评估是对剩余的教师考试分数差距的最合理解释。我们发现更严厉的教师评估与孩子未来的考试成绩和 4 年后对数学的喜爱程度降低有关。