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The Indigenous Test Score Gap in Bolivia and Chile

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  • McEwan, Patrick J

Abstract

This article analyzes the magnitude and determinants of the indigenous test score gap in Bolivia and Chile (i.e., the mean difference in academic achievement between indigenous and nonindigenous children). In both countries, it finds that the gap ranges between 0.3 and 0.5 standard deviations, favoring nonindigenous children. A decomposition of achievement regressions that include classroom fixed effects suggests that 50%-70% of the difference is attributable to differences in schools and classrooms that are attended by indigenous and nonindigenous students. A smaller proportion (20%-40%) is attributable to varying endowments of family variables like parental education. The smallest proportion of the gap (10%-20%) is unexplained. Several implications for policy are discussed in light of the results.

Suggested Citation

  • McEwan, Patrick J, 2004. "The Indigenous Test Score Gap in Bolivia and Chile," Economic Development and Cultural Change, University of Chicago Press, vol. 53(1), pages 157-190, October.
    • Handle: RePEc:ucp:ecdecc:y:2004:v:53:i:1:p:157-90
    DOI: 10.1086/423257
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    1. Joshua D. Angrist & Kevin Lang, 2002. "How Important are Classroom Peer Effects? Evidence from Boston's Metco Program," NBER Working Papers 9263, National Bureau of Economic Research, Inc.
    2. Chiswick, Barry R & Patrinos, Harry Anthony & Hurst, Michael E, 2000. "Indigenous Language Skills and the Labor Market in a Developing Economy: Bolivia," Economic Development and Cultural Change, University of Chicago Press, vol. 48(2), pages 349-367, January.
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    5. William N. Evans & Wallace E. Oates & Robert M. Schwab & William N. Evans & Wallace E. Oates & Robert M. Schwab, 2004. "Measuring Peer Group Effects: A Study of Teenage Behavior," Chapters, in: Environmental Policy and Fiscal Federalism, chapter 13, pages 232-257, Edward Elgar Publishing.
    6. repec:wbk:wbpubs:13948 is not listed on IDEAS
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