Working Paper: NBER ID: w8975
Authors: Roland G. Fryer Jr.; Steven D. Levitt
Abstract: In previous research, a substantial gap in test scores between White and Black students persists, even after controlling for a wide range of observable characteristics. Using a newly available data set (Early Childhood Longitudinal Study), we demonstrate that in stark contrast to earlier studies, the Black-White test score gap among incoming kindergartners disappears when we control for a small number of covariates. Over the first two years of school, however, Blacks lose substantial ground relative to other races. There is suggestive evidence that differences in school quality may be an important part of the explanation. None of the other hypotheses we test to explain why Blacks are losing ground receive any empirical backing. The difference between our findings and previous research is consistent with real gains made by recent cohorts of Blacks, although other explanations are also possible.
Keywords: black-white test score gap; education; early childhood longitudinal study
JEL Codes: J15; I20
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| differences in school quality (I24) | divergence in test scores over time (C22) |
| controlling for observable characteristics (C90) | black-white test score gap among incoming kindergartners (I24) |
| covariates (children's age, birth weight, socioeconomic status measures, WIC participation, mother's age at first birth, number of children's books in the home) (J13) | black-white test score gap among incoming kindergartners (I24) |
| black students attending lower-quality schools (I24) | loss of ground in test scores relative to white students (I24) |
| school attendance and quality (I21) | loss of ground in test scores relative to white students (I24) |