The Black-White Education-Scaled Test-Score Gap in Grades K-7

Timothy N. Bond, Kevin Lang

NBER Working Paper No. 19243
Issued in July 2013
NBER Program(s):   ED   LS

We address the ordinality of test scores by rescaling them by the average eventual educational attainment of students with a given test score in a given grade. We show that measurement error in test scores causes this approach to underestimate the black-white test score gap and use an instrumental variables procedure to adjust the gap. While the unadjusted gap grows rapidly in the early school years, particularly in reading, after correction for measurement error, the education-scaled gap is large, exceeds the actual black-white education gap and is roughly constant. Strikingly, the gap in all grades is largely explained by a small number of measures of socioeconomic background. We discuss the interpretation of scales tied to adult outcomes.

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Machine-readable bibliographic record - MARC, RIS, BibTeX

Document Object Identifier (DOI): 10.3386/w19243

Published: December 2013, Vol. 95, No. 5, Pages 1468-1479 Posted Online December 20, 2013. (doi:10.1162/REST_a_00370) © 2013 The President and Fellows of Harvard College and the Massachusetts Institute of Technology The Evolution of the Black-White Test Score Gap in Grades K–3: The Fragility of Results Timothy N. Bond Purdue University Kevin Lang Boston University The Review of Economics and Statistics

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