000			02022cam a22003257 4500
001			w4784
003			NBER
005			20211020114350.0
006			m o d
007			cr cnu||||||||
008			210910s1994 mau fo 000 0 eng d
100	1		_aFuchs, Victor R.
245	1	0	_aMathematical Achievement in Eighth Grade: _bInterstate and Racial Differences / _cVictor R. Fuchs, Diane M. Reklis.
260			_aCambridge, Mass. _bNational Bureau of Economic Research _c1994.
300			_a1 online resource: _billustrations (black and white);
490	1		_aNBER working paper series _vno. w4784
500			_aJune 1994.
520	3		_aThe 1992 eighth grade mathematics test of the National Assessment of Educational Progress reveals a low average level of achievement, wide variation across states, and a large difference in average scores of white and black students. Multiple regression analysis across states indicates that the characteristics of children (such as readiness to learn in kindergarten) and of the households in which they live (such as mother's education) have much larger effects of NAEP test scores than do variables (such as the student/teacher ratio) that measure school characteristics. White-black differences in the levels of child and household variables account for much of the white- black difference in NAEP test scores.
530			_aHardcopy version available to institutional subscribers
538			_aSystem requirements: Adobe [Acrobat] Reader required for PDF files.
538			_aMode of access: World Wide Web.
588	0		_aPrint version record
690		7	_aH52 - Government Expenditures and Education _2Journal of Economic Literature class.
700	1		_aReklis, Diane M.
710	2		_aNational Bureau of Economic Research.
830		0	_aWorking Paper Series (National Bureau of Economic Research) _vno. w4784.
856	4	0	_uhttps://www.nber.org/papers/w4784
856			_yAcceso en línea al DOI _uhttp://dx.doi.org/10.3386/w4784
942			_2ddc _cW-PAPER
999			_c343612 _d302174