The Geography of Racial/Ethnic Test Score Gaps. CEPA Working Paper No. 16-10

Autor/inn/en	Reardon, Sean F.; Kalogrides, Demetra; Shores, Ken
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	The Geography of Racial/Ethnic Test Score Gaps. CEPA Working Paper No. 16-10
Quelle	(2017), (97 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Racial Differences; Achievement Gap; Scores; Standardized Tests; Mathematics Tests; Reading Tests; Public Schools; Elementary School Students; Secondary School Students; Demography; Economic Factors; Racial Segregation; School Segregation; Institutional Characteristics; Geographic Regions; Correlation; Family Income; Parent Background; Socioeconomic Background; School Districts; Metropolitan Areas; Statistical Analysis + Suchen Sie Ihr Suchwort? Rassenunterschied; Standadised tests; Standardisierter Test; Lesetest; Public school; Öffentliche Schule; Sekundarschüler; Demografie; Ökonomischer Faktor; Rassentrennung; Korrelation; Familieneinkommen; Elternhaus; Sozioökonomische Lage; School district; Schulbezirk; Ballungsraum; Statistische Analyse
Abstract	We estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and reading tests administered to public school students from 2009-2013. We show that achievement gaps vary substantially, ranging from nearly 0 in some places to larger than 1.2 standard deviations in others. Economic, demographic, segregation, and schooling characteristics explain roughly three-quarters of the geographic variation in these gaps. The strongest correlates of achievement gaps are local racial/ethnic differences in parental income, local average parental education levels, and patterns of racial/ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly though residential and school segregation patterns. Contains appendices. [This paper was written with the assistance of Ross Santy, Michael Hawes, and Marilyn Seastrom.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01