Can Tracking Raise the Test Scores of High-Ability Minority Students?
---- Acknowledgments ----
We are extremely grateful to Cynthia Park, Jacalyn Schulman and Donna Turner for their assistance in accessing and interpreting the data used in this study, and to Sydnee Caldwell, Alessandra Fenizia, Yosub Jung, Hedvig Horvath, Attila Lindner, Carl Nadler and Kevin Todd for outstanding research assistance. We also thank Kelly Bedard, Carlos Dobkin, Jesse Rothstein, Enrico Moretti, Chris Walters, and seminar participants at UC Berkeley, UC Riverside, UC Santa Barbara, UMass Amherst, U. Virginia and the NBER Summer Institute for helpful discussions and suggestions. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305D110019 to the National Bureau of Economic Research. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research or the U.S. Department of Education.