Research
The Role of Information and Attention in Discrimination: Evidence from a Grading Experiment (Job Market Paper)
Abstract
I investigate the impact of grading de-identified assignments ('blind grading') within digital learning environments. I examine how blind grading influences teachers' grading behaviors and how observing students' putative identities influences the grades assigned to different races, ethnicities, and genders. I test predictions from statistical discrimination and rational inattention theory using an online laboratory where participants grade essays in either a blind or non-blind grading environment with random incentives for accuracy. I find that both accuracy incentives and grading environments impact grades. Grade gaps between racial groups decrease with incentives. However, accuracy incentives do not significantly impact grades within the blind grading group, and grading behaviors do not differ between the two environments. I also find evidence of learning. Regardless of treatment status, participants spend less time grading and use the rubric less often after assessing each subsequent essay. In the non-blind grading environment, grade gaps between racial groups are larger earlier in the assessments but decrease after each essay is graded. The magnitude of the initial grade gaps depends on the value of the incentives. This study underscores that teachers may grade with bias when they observe students' identities. The extent of this bias is influenced by the incentives and the order in which the submissions are graded.
Distributional Effects of Gun Control Laws (with Garrett Stanford)
In November, Oregon narrowly passed a measure that restricts the possession of firearms, reflecting a national push for stricter gun control. The new law charges the Oregon State Police (OSP) with issuing permits to lawfully own a firearm and allows the OSP discretion when deciding to issue a permit. While proponents of the law have lauded the discretionary power, opponents are concerned that designating an institution that potentially struggles with biased practices as an important gatekeeper could have unintended impacts. We use a field experiment to test for the presence of racial discrimination concerning firearm ownership.
Research in Progress
Experimental Evidence of Blind Grading in the Classroom (with Mike Kofoed)
The Impact of Procrastination on Grade Gaps
Gun Violence at Schools and Labor Participation Rates