"This paper describes basic facts regarding the black-white test score gap over the first four years of school. Black children enter school substantially behind their white counterparts in reading and math, but including a small number of covariates erases the gap. Over the first four years of...

Ausführliche Beschreibung

Bibliographische Detailangaben

Hauptverfasser:	Fryer, Roland G. Jr. 1977- (VerfasserIn), Levitt, Steven D. 1967- (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Cambridge, Mass. National Bureau of Economic Research 2005
Schriftenreihe:	National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series 11049
Schlagworte:	Gesellschaft Schwarze. USA African Americans > Education (Primary) Education, Primary > Social aspects > United States USA
Online-Zugang:	Volltext
Zusammenfassung:	"This paper describes basic facts regarding the black-white test score gap over the first four years of school. Black children enter school substantially behind their white counterparts in reading and math, but including a small number of covariates erases the gap. Over the first four years of school, however, blacks lose substantial ground relative to other races; averaging .10 standard deviations per school year. By the end of third grade there is a large Black-White test score gap that cannot be explained by observable characteristics. Blacks are falling behind in virtually all categories of skills tested, except the most basic. None of the explanations we examine, including systematic differences in school quality across races, convincingly explain the divergent academic trajectory of Black students"--National Bureau of Economic Research web site.
Beschreibung:	23, [10] S.