scholarly journals The Geography of Racial/Ethnic Test Score Gaps

2019 ◽  
Vol 124 (4) ◽  
pp. 1164-1221 ◽  
Author(s):  
Sean F. Reardon ◽  
Demetra Kalogrides ◽  
Kenneth Shores
Keyword(s):  
Test Score ◽  
Racial Ethnic ◽  
Test Score Gaps

Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity

2016 ◽  
Vol 45 (8) ◽  
pp. 443-453 ◽  
Author(s):  
David M. Quinn ◽  
North Cooc ◽  
Joe McIntyre ◽  
Celia J. Gomez
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Seasonal Variation ◽  
Test Score ◽  
School Year ◽  
Race Ethnicity ◽  
Nationally Representative ◽  
Racial Ethnic ◽  
Test Score Gaps ◽  
Kindergarten Class

Early studies examining seasonal variation in academic achievement inequality generally concluded that socioeconomic test score gaps grew more over the summer than the school year, suggesting schools served as “equalizers.” In this study, we analyze seasonal trends in socioeconomic status (SES) and racial/ethnic test score gaps using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), which includes more school-year and summer rounds than previous national studies. We further examine how inequality dynamics are influenced by the operationalization of inequality. Findings are consistent with a story in which schools initially accelerate relatively lower-achieving groups’ learning more so than higher-achieving groups; however, this school-year equalizing is not consistently maintained and sometimes reverses. When operationalizing inequality as changes in relative position, the reversal of school-year equalizing is more pronounced.

scholarly journals The Geography of Racial/Ethnic Test Score Gaps

2017 ◽  
Author(s):  
Sean F. Reardon ◽  
Demetra Kalogrides ◽  
Kenneth Shores
Keyword(s):  
Test Score ◽  
Racial Ethnic ◽  
Test Score Gaps

Has Curriculum Closed the Test Score Gap in Math?

2004 ◽  
Vol 4 (1) ◽  
Author(s):  
Heather Rose
Keyword(s):  
High School ◽  
Test Score ◽  
Mathematics Curriculum ◽  
School Characteristics ◽  
National Education ◽  
Test Score Gap ◽  
National Education Longitudinal Study ◽  
White Test ◽  
Test Score Gaps ◽  
Hispanic White

Abstract This study examines the extent to which convergence in mathematics course-taking behavior is responsible for narrowing the Hispanic-white and the black-white test score gaps during the 1980s. Mathematics curriculum is measured in detail using high school transcript data from both High School and Beyond and the National Education Longitudinal Study of 1988. After controlling for demographic, family, and school characteristics, changes in curriculum account for about 60 percent of the narrowing Hispanic-white test score gap between 1982 and 1992. However, the black-white test score gap did not drop significantly.

Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps?

2005 ◽  
Vol 15 (1) ◽  
pp. 35-54 ◽  
Author(s):  
Greg J. Duncan ◽  
Katherine A. Magnuson
Keyword(s):  
Test Score ◽  
Socioeconomic Resources ◽  
Test Score Gaps

Equalizers or Enablers of Inequality? A Counterfactual Analysis of Racial and Residential Test Score Gaps in Year-Round and Nine-Month Schools

2017 ◽  
Vol 674 (1) ◽  
pp. 240-261 ◽  
Author(s):  
Odis Johnson ◽  
Michael Wagner
Keyword(s):  
Neighborhood Effects ◽  
Test Scores ◽  
Test Score ◽  
First Graders ◽  
Policy Implications ◽  
Neighborhood Conditions ◽  
Class Differences ◽  
Reading And Math ◽  
Mean Differences ◽  
Racial Ethnic

Persistent racial/ethnic and residential disparities in test scores suggest schools fail to serve as society’s great equalizers. Yet few studies have explored whether policies that adjust children’s time in school are effective in reducing test-score inequality. We use ECLS-K data to compare children who attend year-round schools to those in nine-month schools, exploring (1) whether there were mean differences in the reading and math performance among first graders attending year-round and nine-month schools, (2) if racial and residential differences in children’s test scores existed between the schooling types, and (3) if neighborhood effects related to academic performance strengthened or weakened as the children’s exposure to schooling increased. Contrary to previous claims that schooling increases test-score inequality, we found no significant test-score differences among race-based groups of children according to neighborhood conditions in year-round schools. In contrast, we found prominent neighborhood effects and social class differences among children attending nine-month schools. We conclude with a discussion of the policy implications.

Kindergarten Black–White Test Score Gaps

2015 ◽  
Vol 88 (2) ◽  
pp. 120-139 ◽  
Author(s):  
David M. Quinn
Keyword(s):  
Test Score ◽  
White Test ◽  
Test Score Gaps

Early gender test score gaps across OECD countries

2010 ◽  
Vol 29 (3) ◽  
pp. 348-363 ◽  
Author(s):  
Kelly Bedard ◽  
Insook Cho
Keyword(s):  
Test Score ◽  
Oecd Countries ◽  
Test Score Gaps
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