The Evolution of the Black-White Test Score Gap in Grades K–3: The Fragility of Results
AbstractAlthough both economists and psychometricians typically treat them as interval scales, test scores are reported using ordinal scales. Using the Early Childhood Longitudinal Study (ECLS-K) and the Children of the National Longitudinal Survey of Youth (CNLSY), we examine how order-preserving scale transformations affect 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 reduce it in the ECLS-K during the early school years. All growth from entry through first grade and a nontrivial proportion from first to third grade probably reflects scaling decisions. © 2013 The President and Fellows of Harvard College and the Massachusetts Institute of Technology.
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Bibliographic InfoArticle provided by MIT Press in its journal Review of Economics and Statistics.
Volume (Year): 95 (2013)
Issue (Month): 5 (December)
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Web page: http://mitpress.mit.edu/journals/
Other versions of this item:
- Timothy N. Bond & Kevin Lang, 2012. "The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results," NBER Working Papers 17960, National Bureau of Economic Research, Inc.
- I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
- J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
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