Changes over Time in the Black-White Difference on Mental Tests: Evidence from the Children of the 1979 Cohort of the National Longitudinal Survey of Youth

Autor/in	Murray, Charles
Titel	Changes over Time in the Black-White Difference on Mental Tests: Evidence from the Children of the 1979 Cohort of the National Longitudinal Survey of Youth
Quelle	In: Intelligence, 34 (2006) 6, S.527-540 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-2896
DOI	10.1016/j.intell.2006.07.004
Schlagwörter	Psychological Testing; Achievement Tests; Racial Differences; Whites; Children; African American Children; National Surveys; Longitudinal Studies; Intelligence Quotient; National Longitudinal Survey of Youth; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Psychological test; psychological tests; Psychological examination; Psychologischer Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rassenunterschied; White; Weißer; Child; Kind; Kinder; African Americans; Children; Afroamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Intelligenzquotient
Abstract	Data for three Peabody achievement tests and for the Peabody picture vocabulary test administered to children of women in the 1979 cohort of the National Longitudinal Survey of Youth show that the black-white difference did not diminish for this sample of children born from the mid 1970s through the mid 1990s. This finding persists after entering covariates for the child's age and family background variables. It is robust across alternative samples and specifications of the model. The analysis supplements other evidence that shows no narrowing of the black-white difference in academic achievement tests since the late 1980s and is inconsistent with recent evidence that narrowing occurred in IQ standardizations during the same period. A hypothesis for reconciling this inconsistency is proposed. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10