The Dynamics of School Attainment of Englands Ethnic Minorities
We exploit a universe dataset of state school students in England with linked test score records to document the evolution of attainment through school for different ethnic groups. The analysis yields a number of striking findings. First, we show that, controlling for personal characteristics, all minority groups make greater progress than white students over secondary schooling. Second, much of this improvement occurs in the high-stakes exams at the end of compulsory schooling. Third, we show that for most ethnic groups, this gain is pervasive, happening in almost all schools in which these students are found. We address some of the usual factors invoked to explain attainment gaps: poverty, language, school quality, and teacher influence. We conclude that our findings are more consistent with the importance of factors like aspirations and attitudes.
|Date of creation:||Jan 2006|
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|Contact details of provider:|| Web page: http://sticerd.lse.ac.uk/case/_new/publications/default.asp |
References listed on IDEAS
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- Roland G. Fryer & Steven D. Levitt, 2004.
"Understanding the Black-White Test Score Gap in the First Two Years of School,"
The Review of Economics and Statistics,
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- Roland G. Fryer & Steven D. Levitt, 2006.
"The Black-White Test Score Gap Through Third Grade,"
American Law and Economics Review,
Oxford University Press, vol. 8(2), pages 249-281.
- Roland G. Fryer & Steven D. Levitt, 2005. "The Black-White Test Score Gap Through Third Grade," NBER Working Papers 11049, National Bureau of Economic Research, Inc.
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- Steve Bradley & Jim Taylor, 2004. "Ethnicity, educational attainment and the transition from school," Manchester School, University of Manchester, vol. 72(3), pages 317-346, 06.
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