Black-White Disparities in Test Scores: Distributional Characteristics
Black-White Disparities in Test Scores: Distributional Characteristics
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测试分数的黑白差异：分布特征
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
S. Myers
中科院分区：
文献类型：
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作者：
Ronald Fernandes;I. Ha;S. Mcelroy;S. Myers
本文调查了数学成绩种族差异的分布特征，特别关注了无法解释的、可能没有根据的种族差异对停学比率的潜在影响。众所周知，即使在控制了家庭和教育因素之后，黑人学生在成绩测试中的平均得分也一直低于白人学生。利用1997年全国青少年纵向调查队列的数据，我们将皮博迪个人成就测验修订版(PIAT-R)的数学考试成绩的种族差异分解为一个由于潜在特征的种族差异而产生的成分，以及另一个无法用测量特征的差异解释的成分。我们在分析中考虑了停学的可能内生性，并表明无法解释的种族差距部分在考试成绩分布的顶端和底端不同。我们的结果表明，研究人员应该更多地关注黑人学生在分布最底层的学生中的集中问题，以及他们在考试成绩分布最高的学生中的稀缺性问题，以更好地理解导致观察到的差异的因素。
This paper investigates the distributional characteristics of racial differences in mathematics achievement, with particular attention to the potential influence of unexplained, and possibly unwarranted, racial differentials in rates of school suspension. It is well known that black students consistently score lower than whites on achievement tests, on average, even after controlling for family and schooling factors. Using data from the National Longitudinal Survey of Youth 1997 cohort, we decompose the racial gap in mathematics test scores from the Peabody Individual Achievement Test-Revised (PIAT-R) into a component due to racial differences in underlying characteristics and another component that is unexplained by differences in measured characteristics. We account for the possible endogeneity of suspensions in our analysis and show that the portion of the racial gap that is unexplained differs between the top and the bottom of the test score distribution. Our results suggest that researchers should pay more attention to the problem of concentration of black students among those at the bottom of the distribution and their scarcity among those at the top of the test score distribution to better understand the factors that account for the observed disparities.