Answer:
Explanation:
Another way of thinking of this is that in order for a girl to be rated as mathematically capable as her male classmate, she not only needed to perform as well as him on a psychometrically rigorous external test, but also be seen as working harder than him. Subsequent matching and instrumental variables analyses suggested that teachers’ underrating of girls from kindergarten through third grade accounts for
about half of the gender achievement gap growth in math. In other words, if teachers didn’t think their female students were less capable, the gender gap in math might be substantially smaller.
