The indigenous test score gap in Bolivia and chile
The indigenous test score gap in Bolivia and chile
复制标题
DOI：
10.1086/423257
复制
发表时间：
2004-10-01
影响因子：
2
通讯作者：
Mc Ewan, PJ
中科院分区：
文献类型：
--
作者：
Mc Ewan, PJ
本文分析了玻利维亚和智利的土著考试成绩差距的大小和决定因素(即土著和非土著儿童在学业成绩上的平均差异)。在这两个国家，它发现差距在0.3到0.5标准差之间，有利于非土著儿童。对包括课堂固定效应在内的成绩回归的分解表明，50%-70%的差异可归因于土著学生和非土著学生所在学校和教室的差异。较小的比例(20%-40%)归因于不同的家庭变量，如父母教育。这一差距的最小比例(10%-20%)无法解释。根据研究结果，讨论了对政策的几点影响。
This article analyzes the magnitude and determinants of the indigenous test score gap in Bolivia and Chile (i.e., the mean difference in academic achievement between indigenous and nonindigenous children). In both countries, it finds that the gap ranges between 0.3 and 0.5 standard deviations, favoring nonindigenous children. A decomposition of achievement regressions that include classroom fixed effects suggests that 50%–70% of the difference is attributable to differences in schools and classrooms that are attended by indigenous and nonindigenous students. A smaller proportion (20%–40%) is attributable to varying endowments of family variables like parental education. The smallest proportion of the gap (10%–20%) is unexplained. Several implications for policy are discussed in light of the results.