Teachers are the evaluators of academic merit. Identifying if their assessments are fair or biased by student-ascribed status is critical for equal opportunity but empirically challenging, with mixed previous findings. We test status characteristics beliefs, statistical discrimination, and cultural capital theories with a pre-registered factorial experiment on a large sample of Spanish pre-service teachers (n = 1, 717). This design causally identifies, net of ability, the impact of student-ascribed characteristics on teacher short- and long-term assessments, improving prior studies’ theory testing, confounding, and power. Findings unveil teacher bias in an essay grading task favoring girls and highbrow cultural capital, aligning with status characteristics and cultural capital theories. Results on teachers’ long-term expectations indicate statistical discrimination against boys, migrant origin, and working-class students under uncertain information. Unexpectedly, ethnic discrimination changes from teachers favoring native origin in long-term expectations to migrant origin in short-term evaluations, suggesting compensatory grading. We discuss the complex roots of discrimination in teacher assessments as an educational (in)equality mechanism.

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教师是学术成绩的评估者。确定他们的评估是否公平或因学生身份而产生偏见对于平等机会至关重要，但在经验上具有挑战性，因为之前的研究结果好坏参半。我们通过对大量西班牙职前教师样本（n = 1, 717）进行预先注册的析因实验来测试身份特征信念、统计歧视和文化资本理论。这种设计因果性地确定了扣除能力后学生归因特征对教师短期和长期评估的影响，从而改善了先前研究的理论检验、混杂因素和功效。调查结果揭示了教师在论文评分任务中偏向女孩和高雅文化资本的偏见，这与地位特征和文化资本理论相一致。教师长期期望的结果表明，在不确定的信息下，对男孩、移民出身和工薪阶层学生存在统计歧视。出乎意料的是，种族歧视从长期期望中偏向本土出身的教师转变为短期评价中偏向移民出身的教师，暗示着补偿性评分。我们讨论作为教育（不）平等机制的教师评估中歧视的复杂根源。

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