Failing to notice? Uneven teachers’ attention to boys and girls in the classroom

Table 9 Correlation between gender bias and SIMCE scores

Variable	Reading		Math		Science
	(1)	(2)	(3)	(4)	(5)	(6)
	Boys	Girls	Boys	Girls	Boys	Girls
Teacher-initiated action
Coefficient	− 7.286	− 5.493	− 23.255	− 16.379*	− 0.149	− 0.234
Standard error	(5.037)	(5.505)	(16.619)	(9.812)	(4.458)	(4.526)
Normalized coeff.	− 0.133	− 0.105	− 0.509	− 0.346	− 0.003	− 0.005
R squared	0.250	0.287	0.315	0.394	0.284	0.301
Student-initiated action
Coefficient	− 5.859	− 10.363**	7.006**	− 9.538**	4.051	− 4.989
Standard error	(4.774)	(5.216)	(3.459)	(4.331)	(4.649)	(4.537)
Normalized coeff.	− 0.081	− 0.150	0.200	− 0.181	0.061	− 0.080
R squared	0.250	0.289	0.315	0.394	0.285	0.302
Observations	1299	1198	577	560	1288	1188

Source: Primary data and data from the Sistema de Medición de la Calidad de la Educación (SIMCE)
Note: Normalized coeff. reports the association between gender bias and SIMCE scores in units of a standard deviation of the test score of the subject for the corresponding gender. Robust standard errors are in parentheses. All specifications include covariates: the ratio of boys to girls in the classroom, characteristics of students (family income, school performance, household structure, and parents’ education), characteristics of the school (type of administration, income decile, and experience and tenure the school of principal), and characteristics of the classroom teacher (total experience, tenure in the school, and whether he or she has or is pursuing a graduate degree) and score on the Classroom Assessment Scoring System (CLASS). All specifications include school fixed effects
Significance level: * = 10%, ** = 5%, *** = 1%