Thirteen Ways of Looking at the Black-White Test Score Gap
Thirteen Ways of Looking at the Black-White Test Score Gap
复制标题
查看黑白测试分数差距的十三种方法
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
L. Tesar
中科院分区：
文献类型：
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作者：
S. Kalemli‐Ozcan;Kathryn M. E. Dominguez;C. Meissner;L. Tesar
黑人和白人的认知测试成绩差距是美国学校教育和社会的一个顽固特征。然而，尽管最近进行了大量研究，但随着儿童年龄的增长和学校的进步，黑人-白人考试成绩差距的发展模式和原因还没有得到很好的理解。在某种程度上，缺乏一个详细的描述性图片的发展，种族测试成绩的差距是由于不同的研究在测试和度量用于测量差距，需要考虑测量误差的测试成绩，并解释之间和校内测试成绩差距的复杂性。在本文中，我使用的数据，从全国代表性的样本，在1998年秋季入学的儿童在幼儿园描述的模式和发展的黑人-白人考试成绩的差距，虽然前六年的儿童的学校教育，以检查这些差距的增长程度不同，最初的高和低成就的学生，并描述在同一所学校或不同学校就读的学生之间这些差距扩大的程度。
The black-white cognitive test score gap is a stubborn feature of U.S. schooling and society. The patterns and causes of the development of black-white test score gaps as children age and progress through school, however, are not well understood, despite considerable recent study. In part, the absence of a detailed descriptive picture of the development of racial test score disparities is due to differences among studies in the tests and metrics used to measure the gap, the need to account for measurement error in test scores, and the complexity of interpreting betweenand within-school test score disparities. In this paper, I use data from a nationally representative sample of children enrolled in kindergarten in the fall of 1998 to describe the patterns and development of black-white test score disparities though the first six years of children’s schooling, to examine the extent to which these gaps grow differently among initially highand low-achieving students, and to describe the extent to which these gaps grow among students attending the same or different schools.