| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w19243 |
| 来源ID | Working Paper 19243 |
| The Black-White Education-Scaled Test-Score Gap in Grades K-7 | |
| Timothy N. Bond; Kevin Lang | |
| 发表日期 | 2013-07-18 |
| 出版年 | 2013 |
| 语种 | 英语 |
| 摘要 | 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. |
| 主题 | Econometrics ; Estimation Methods ; Health, Education, and Welfare ; Education ; Labor Economics ; Demography and Aging |
| URL | https://www.nber.org/papers/w19243 |
| 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/576917 |
| 推荐引用方式 GB/T 7714 | Timothy N. Bond,Kevin Lang. The Black-White Education-Scaled Test-Score Gap in Grades K-7. 2013. |
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