全球智库信息集成服务系统(G2TT): The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results

G2TT

来源类型	Working Paper
规范类型	报告
DOI	10.3386/w17960
来源ID	Working Paper 17960
	The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results
	Timothy N. Bond; Kevin Lang
发表日期	2012-03-29
出版年	2012
语种	英语
摘要	Although both economists and psychometricians typically treat them as interval scales, test scores are reported using ordinal scales. Using the Early Childhood Longitudinal Study and the Children of the National Longitudinal Survey, we examine the effect of order-preserving scale transformations on the evolution of the black-white reading test score gap from kindergarten entry through third grade. Plausible transformations reverse the growth of the gap in the CNLSY and greatly mitigate it in the ECLS-K during early school years. All growth from entry through first grade and a nontrivial proportion from first to third grade probably reflects scaling decisions.
主题	Econometrics ; Estimation Methods ; Health, Education, and Welfare ; Education ; Labor Economics ; Demography and Aging
URL	https://www.nber.org/papers/w17960
来源智库	National Bureau of Economic Research (United States)
引用统计
资源类型	智库出版物
条目标识符	http://119.78.100.153/handle/2XGU8XDN/575636
推荐引用方式 GB/T 7714	Timothy N. Bond,Kevin Lang. The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results. 2012.