Steady Gains and Stalled Progress: Inequality and the Black-White Test Score Gap

Index

Index Boldface numbers refer to figures and tables. Aaronson, D., 199, 216, 217 accountability, school, 58, 302–7. See also No Child Left Behind Act (NCLB) (2001) achievement: and desegregation, 113, 290–91; and executive function, 145; explanations for gaps in, 1–2; and family environment, 66; and family income, 35–37; measurement of, 42–43; and residential segregation, 114, 141–42; and school environment , 66; and socioeconomic characteristics , 34, 111, 182, 201. See also early childhood education and achievement, math skills and scores, and reading skills and scores Add Health (National Longitudinal Study of Adolescent Health), 115–16 adolescent behavior and home environments : after-school supervision, 268–69, 270; computers, 263, 275; data sources, 253, 280–81; disciplinary problems, 263–68, 280; homework , 251, 252, 260–61, 270–71; parenting practices, 269–71; racial differences, 250–53; reading for pleasure, 251, 252, 253–60, 273, 274–75; television, 251, 252, 261–63, 269–73, 275; test score gap, 271–80; videogames, 263 advanced degrees, in teaching, 215–16, 224 African Americans. See specific entries after-school supervision, 268–69, 270 age: of kindergarten entrance and achievement gap, 148–49, 151, 174; and skills development, 154 Allison, P., 117 Angrist, J., 315n15 approaches to learning, 152, 154–58, 339 aptitude, of teachers, 217, 218 Arlington County School Board; Tuttle v., 314n8 assessments, 146–47, 154. See also specific assessments attendance, student, 334–35 Aughinbaugh, A., 112 Austin, Tex., class size study, 300 Bacolod, M., 236, 244n13 Baltimore, Md., Moving to Opportunity (MTO), 193–99 Barron, S., 283n17 Barrow, L., 216, 217 behavior, 140. See also adolescent behavior and home environments Bifulco, R., 310, 312 Bigelow, J., 160 Bill and Melinda Gates Foundation, 301 345 birth weight, 159 Blair, C., 155 Blau, D., 112, 121, 131n1 books, in home, 149, 151. See also reading Boyd, D., 216, 219, 243n6 boys, 6–9, 156 Bradley; Milliken v., 205–6 Brewer, D., 216, 217, 244n11 Brooks-Gunn, J., 194, 251 Burkam, D., 173n4 busing, 205. See also desegregation, of schools California, class size reduction initiative , 239, 300–301 Campbell, M., 60n3, 61n5, 114 Capacchione v. CharlotteMecklenburg Schools, 314n8 Card, D., 201 Catholic schools, 308–9 CCD (Common Core of Data), 74, 188–89, 226, 228, 229 census data, 36, 96–97, 114, 199 certification and licensure, of teachers, 217, 220, 225, 292–94, 297–98 Charlotte-Mecklenburg School District, 292–94, 314 Charlotte-Mecklenburg Schools; Capacchione v., 314n8 charter schools, 309–10 Chicago, Ill., Moving to Opportunity (MTO), 193–99 child poverty. See poverty Chile, school choice programs in, 308 Chin, T., 219, 244–45n17 Citizens’ Commission on Civil Rights, 304 CLARIFY, 132n12 class attendance, 334–35 class-cutting behavior, 334–35 class size, 214, 239–41, 299–301, 313 Clotfelter, C., 213, 217, 232, 244n11, 244n14, 293, 304, 314n3, 329 cognitive development, 139–41, 144–45, 146, 154–55, 159–60 cohort data, 9–11, 92 Coleman, J., 142, 201 college education, and family income, 128 college financial aid programs, 24 college preparatory classes, 114 Common Core of Data (CCD), 74, 188–89, 226, 228, 229 compensation, teachers, 226, 296–97 computers, 263, 264, 275 Cook, M., 34, 70–71, 72, 77 Cooley, J., 203 Corcoran, S., 244n13 CPS (Current Population Survey), 16, 33, 34, 39, 41 crack cocaine, 252, 336 Crain, R., 113 credentialing, of teachers, 217, 220, 225, 292–94, 297–98 crime, 197, 198, 199 cultural attitudes and practices, 143, 250–53, 331–37. See also adolescent behavior and home environments Current Population Survey (CPS), 16, 33, 34, 39, 41 Cutler, D., 199 Dallas, Tex., school accountability study, 307 Dee, T., 216, 218, 244n10 desegregation, of schools: and achievement gap reduction, 113, 290–91; and math scores, 92; measurement of, 290; research considerations and conclusions, 329–31; and school choice programs, 312–13; and school dropout rates, 199; by socioeconomic characteristics, 294–95; Supreme Court rulings, 294, 313; and teacher quality, 291–94; trends, 184–85; and violent crime victimizations, 199 Diamond, A., 161 Dickens, W., 24, 321 disciplinary problems, 263–68, 280 discrimination, 141–42, 142 dissimilarity index, 185, 187, 188–91 dropout rate, 60n3, 93–94, 199 Duncan, G., 148, 194, 208n5 Duncan, O., 80, 83 Durham, N.C., school choice programs , 312–13 346 Index early achievement: age at kindergarten entry, 148–49, 151, 174; birth weight and health status, 149, 151; data sources, 140, 145–47; family variables , 149, 151–52, 153; gap...