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Has Curriculum Closed the Test Score Gap in Math?

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  • Rose Heather

    () (Public Policy Institute of California)

Abstract

This study examines the extent to which convergence in mathematics course-taking behavior is responsible for narrowing the Hispanic-white and the black-white test score gaps during the 1980s. Mathematics curriculum is measured in detail using high school transcript data from both High School and Beyond and the National Education Longitudinal Study of 1988. After controlling for demographic, family, and school characteristics, changes in curriculum account for about 60 percent of the narrowing Hispanic-white test score gap between 1982 and 1992. However, the black-white test score gap did not drop significantly.

Suggested Citation

  • Rose Heather, 2004. "Has Curriculum Closed the Test Score Gap in Math?," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 4(1), pages 1-30, May.
  • Handle: RePEc:bpj:bejeap:v:topics.4:y:2004:i:1:n:12
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    Cited by:

    1. Dougherty, Shaun M. & Goodman, Joshua S. & Hill, Darryl V. & Litke, Erica G. & Page, Lindsay C., 2017. "Objective course placement and college readiness: Evidence from targeted middle school math acceleration," Economics of Education Review, Elsevier, vol. 58(C), pages 141-161.
    2. Dougherty, Shaun & Goodman, Joshua & Hill, Darryl & Litke, Erica & Page, Lindsay C., 2015. "Early Math Coursework and College Readiness: Evidence from Targeted Middle School Math Acceleration," Working Paper Series rwp15-044, Harvard University, John F. Kennedy School of Government.

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