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Mathematical Achievement in Eighth Grade: Interstate and Racial Differences

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  • Victor R. Fuchs
  • Diane M. Reklis

Abstract

The 1992 eighth grade mathematics test of the National Assessment of Educational Progress reveals a low average level of achievement, wide variation across states, and a large difference in average scores of white and black students. Multiple regression analysis across states indicates that the characteristics of children (such as readiness to learn in kindergarten) and of the households in which they live (such as mother's education) have much larger effects of NAEP test scores than do variables (such as the student/teacher ratio) that measure school characteristics. White-black differences in the levels of child and household variables account for much of the white- black difference in NAEP test scores.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 4784.

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Date of creation: Jun 1994
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Handle: RePEc:nbr:nberwo:4784

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Cited by:
  1. O'Gorman, Melanie, 2010. "Educational disparity and the persistence of the black-white wage gap in the U.S," Economics of Education Review, Elsevier, vol. 29(4), pages 526-542, August.
  2. Iyigun, Murat F, 1999. "Public Education and Intergenerational Economic Mobility," International Economic Review, Department of Economics, University of Pennsylvania and Osaka University Institute of Social and Economic Research Association, vol. 40(3), pages 697-710, August.
  3. Petra E. Todd & Kenneth I. Wolpin, 2004. "The Production of Cognitive Achievement in Children: Home, School and Racial Test Score Gaps," PIER Working Paper Archive 04-019, Penn Institute for Economic Research, Department of Economics, University of Pennsylvania.
  4. Mary Eming Young, 2007. "Early Child Development, From Measurement to Action : A priority for Growth and Equity," World Bank Publications, The World Bank, number 6837, October.
  5. Iyigun, Murat F., 2000. "Timing of childbearing and economic growth," Journal of Development Economics, Elsevier, vol. 61(1), pages 255-269, February.
  6. repec:fth:prinin:389 is not listed on IDEAS
  7. Susanna Loeb & John Bound, 1995. "The Effect of Measured School Inputs on Academic Achievement: Evidence from the 1920s, 1930s and 1940s Birth Cohorts," NBER Working Papers 5331, National Bureau of Economic Research, Inc.
  8. Johnson, George E & Stafford, Frank P, 1996. "On the Rate of Return to Schooling Quality," The Review of Economics and Statistics, MIT Press, vol. 78(4), pages 686-91, November.
  9. Victor R. Fuchs & Alan B. Krueger & James M. Poterba, 1997. "Why do Economists Disagree About Policy?," NBER Working Papers 6151, National Bureau of Economic Research, Inc.
  10. Joshua Hall, 2007. "Local School Finance and Productive Efficiency: Evidence from Ohio," Atlantic Economic Journal, International Atlantic Economic Society, vol. 35(3), pages 289-301, September.

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