Teachers’ Evaluations and Ethnic Penalty on Academic Achievement in Italy

This study, utilizing 2018–2019 INVALSI data, aims to bridge the knowledge gap regarding the school experiences of students from migratory backgrounds in Italy. Its primary aim is to investigate the penalization in teacher evaluations faced by middle school students with migration backgrounds, compared to their native counterparts. Employing Ordinary Least Squares (OLS) regressions, the analysis examines disparities existing between anonymously graded INVALSI test scores and first-semester grades that may be influenced by teacher biases. Findings bring to light a systematic underassessment of migratory students, especially pronounced for those of non-European descent. Moreover, variations in these disparities are discerned across different migratory generations and the parental combinations of national origins. Even after controlling for gender, social origin, and academic performance, the ethnic disparity persists, highlighting the impact of underlying biases and systemic factors. The insights resulting from the analysis encourage the implementation of policy interventions aimed to bolster educational equity and inclusivity.