We explore whether teachers have different predictions for the examination performance of ethnic minority students relative to White British students. We exploit an exogenous change in assessment methods to compare grades based on teacher predictions to grades received through actual blindly...

Students from low socio-economic status (SES) or ethnic minority backgrounds are less likely to enrol into elite universities than high SES or White students. We use student-level university application data from the UK centralised university admissions service to show that these gaps cannot be...