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The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results

  • Timothy N. Bond
  • Kevin Lang

Although both economists and psychometricians typically treat them as interval scales, test scores are reported using ordinal scales. Using the Early Childhood Longitudinal Study and the Children of the National Longitudinal Survey, we examine the effect of order-preserving scale transformations on the evolution of the black-white reading test score gap from kindergarten entry through third grade. Plausible transformations reverse the growth of the gap in the CNLSY and greatly mitigate it in the ECLS-K during early school years. All growth from entry through first grade and a nontrivial proportion from first to third grade probably reflects scaling decisions.

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File URL: http://www.nber.org/papers/w17960.pdf
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Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 17960.

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Date of creation: Mar 2012
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Publication status: published as Timothy N. Bond & Kevin Lang, 2013. "The Evolution of the Black-White Test Score Gap in Grades K–3: The Fragility of Results," The Review of Economics and Statistics, MIT Press, vol. 95(5), pages 1468-1479, December.
Handle: RePEc:nbr:nberwo:17960
Note: CH ED LS
Contact details of provider: Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
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Web page: http://www.nber.org
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  1. Cunha, Flavio & Heckman, James J. & Schennach, Susanne, 2010. "Estimating the Technology of Cognitive and Noncognitive Skill Formation," IZA Discussion Papers 4702, Institute for the Study of Labor (IZA).
  2. Eric A. Hanushek & Steven G. Rivkin, 2006. "School Quality and the Black-White Achievement Gap," NBER Working Papers 12651, National Bureau of Economic Research, Inc.
  3. Roland G. Fryer, Jr, 2010. "The Importance of Segregation, Discrimination, Peer Dynamics, and Identity in Explaining Trends in the Racial Achievement Gap," NBER Working Papers 16257, National Bureau of Economic Research, Inc.
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