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The Black-White Test Score Gap Through Third Grade

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  • Roland G. Fryer
  • Steven D. Levitt

Abstract

This paper describes basic facts regarding the black-white test score gap over the first four years of school. Black children enter school substantially behind their white counterparts in reading and math, but including a small number of covariates erases the gap. Over the first four years of school, however, blacks lose substantial ground relative to other races; averaging .10 standard deviations per school year. By the end of third grade there is a large Black-White test score gap that cannot be explained by observable characteristics. Blacks are falling behind in virtually all categories of skills tested, except the most basic. None of the explanations we examine, including systematic differences in school quality across races, convincingly explain the divergent academic trajectory of Black students.

Suggested Citation

  • 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.
  • Handle: RePEc:nbr:nberwo:11049
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    References listed on IDEAS

    as
    1. Eliana Garces & Duncan Thomas & Janet Currie, 2002. "Longer-Term Effects of Head Start," American Economic Review, American Economic Association, vol. 92(4), pages 999-1012, September.
    2. repec:fth:prinin:451 is not listed on IDEAS
    3. Carneiro, Pedro & Heckman, James J., 2003. "Human Capital Policy," IZA Discussion Papers 821, Institute of Labor Economics (IZA).
    4. 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, MIT Press, vol. 86(2), pages 447-464, May.
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    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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