We extend the analysis of early-emerging gender differences in academic achievement to include both (objective) test scores and (subjective) teacher assessments. Using data from the 1998-99 ECLS-K cohort, we show that the grades awarded by teachers are not aligned with test scores, with the...

A common justification for HOPE-style merit-aid programs is to promote and reward academic achievement, thereby inducing greater investments in human capital. However, grade-based eligibility and retention rules encourage other behavioral responses. Using data extracted from the longitudinal...

In Brazil, different employers report different racial classifications for the same worker. We use the variation across employers to identify the relationship between race and wages. As much as 40 percent of the raw racial wage gap remains after controlling for all individual characteristics...