Understanding the Black-White Test Score Gap in the First Two Years of School / Roland G. Fryer, Jr., Steven D. Levitt.

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Fryer, Roland G, Jr

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TextSeries: Working Paper Series (National Bureau of Economic Research) ; no. w8975.Publication details: Cambridge, Mass. National Bureau of Economic Research 2002.Description: 1 online resource: illustrations (black and white)Subject(s):

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Abstract: In previous research, a substantial gap in test scores between White and Black students persists, even after controlling for a wide range of observable characteristics. Using a newly available data set (Early Childhood Longitudinal Study), we demonstrate that in stark contrast to earlier studies, the Black-White test score gap among incoming kindergartners disappears when we control for a small number of covariates. Over the first two years of school, however, Blacks lose substantial ground relative to other races. There is suggestive evidence that differences in school quality may be an important part of the explanation. None of the other hypotheses we test to explain why Blacks are losing ground receive any empirical backing. The difference between our findings and previous research is consistent with real gains made by recent cohorts of Blacks, although other explanations are also possible.

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Item type	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Working Paper	Biblioteca Digital	Colección NBER	nber w8975 (Browse shelf(Opens below))	Not For Loan

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June 2002.

In previous research, a substantial gap in test scores between White and Black students persists, even after controlling for a wide range of observable characteristics. Using a newly available data set (Early Childhood Longitudinal Study), we demonstrate that in stark contrast to earlier studies, the Black-White test score gap among incoming kindergartners disappears when we control for a small number of covariates. Over the first two years of school, however, Blacks lose substantial ground relative to other races. There is suggestive evidence that differences in school quality may be an important part of the explanation. None of the other hypotheses we test to explain why Blacks are losing ground receive any empirical backing. The difference between our findings and previous research is consistent with real gains made by recent cohorts of Blacks, although other explanations are also possible.