Abstract

ABSTRACT:

We measure the black–white achievement gap from kindergarten through seventh grade on an interval scale created by tying each grade–test score combination to average eventual education. After correcting for various sources of test measurement error, some of which are unique to forward-looking scales, we find no racial component in the evolution of the achievement gap through the first eight years of schooling. Further, most, if not all, of the gap can be explained by socioeconomic differences. Our results suggest that the rising racial test gap in previous studies probably reflects excessive measurement error in testing in the early grades.

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Additional Information

ISSN
1548-8004
Print ISSN
0022-166X
Pages
pp. 891-917
Launched on MUSE
2018-10-25
Open Access
No
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