You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Understanding the Black-White Test Score Gap in the First Two Years of School
Roland G. Fryer Jr. and Steven D. Levitt
The Review of Economics and Statistics
Vol. 86, No. 2 (May, 2004), pp. 447-464
Published by: The MIT Press
Stable URL: http://www.jstor.org/stable/3211640
Page Count: 18
You can always find the topics here!Topics: Test scores, Kindergarten education, African Americans, Children, Mathematics, Elementary school students, Standard deviation, Students, Mothers, Socioeconomic status
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
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 (the 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. Real gains by black children in recent cohorts appear to play an important role in explaining the differences between our findings and earlier research. The availability of better covariates also contributes. 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 Review of Economics and Statistics © 2004 The MIT Press