Despite the growing attention on teachers' grading practices in educational research, less attention has been dedicated to understanding the consequences of teachers' grading standards, especially in early stages of their scholastic career, on later students' educational outcomes. This paper aims at filling this gap, analyzing the impact of teacher's severity in grading on students' competences development and academic track enrollment, and how it varies according to students' gender and socio-economic background. The analysis relies on Italian INVALSI-SNV data: information on 5th graders and their teachers are linked, and pupils are followed up to 8th and 10th grade, in which their competences and school track are recorded. Results show that being exposed to stricter grading in 5th grade leads to higher students' competences later, and to higher probability to enroll in the most prestigious academic track, with no notable heterogeneous effects across students with different sociodemographic characteristics.
Drawing on ten studies from PIRLS, PISA and TIMSS, we study social inequalities in school belonging in the context of early tracking. We investigate whether a) there are social inequalities in school belonging b) early tracking has an effect on levels of school belonging c) tracking exacerbates social inequalities with respect to school belonging. We constructed a large database which covers a wide range of countries and representative student populations in both primary and secondary schools. We exploit that no country tracks their students in primary school and use a difference-in-differences approach to study the effect of tracking. Our findings show a positive association between students’ socioeconomic status and school belonging but no effect for tracking. Likewise, we found no evidence that tracking exacerbates social inequalities in school belonging. Multiverse analysis underlines the general robustness of these findings.
In recent decades, women have made historic gains in educational attainment, now outpacing men in terms of college enrollment and degree completion. Yet, despite the ubiquity of policies and programs aimed at advancing women in work organizations, women's educational gains have not yet translated into greater representation in elite corporate roles. The current study seeks to address this puzzle by analyzing the conditions under which women's educational attainment and credentials enable them to overcome gendered barriers to entry into executive positions. Specifically, we analyze the conditions under which women's educational attainment and credentials facilitate entry into executive roles and provide access to network ties necessary for gaining entrance into male-dominated positions. To answer our research questions we analyze a unique, author-constructed dataset that includes all top executives of the S&P 500 over a 5-year period. We use ordered logistic regression to analyze both the educational attainment and educational networks of executives. Findings suggest that key differences between women and men executives' networks and credentials exist, which contribute to disparities in access to organizational leadership opportunities.