Collective Racial Bias and the Black-White Test Score Gap. CEPA Working Paper No. 20-01

Autor/in	Pearman, Francis A., II.
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	Collective Racial Bias and the Black-White Test Score Gap. CEPA Working Paper No. 20-01
Quelle	(2020), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Racial Bias; Racial Differences; Scores; Association Measures; Elementary School Students; Middle School Students; County School Districts; Predictor Variables; Family Income; One Parent Family; Racial Segregation; Academically Gifted; Special Education; Student Placement + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Rassenunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor; Familieneinkommen; Single parent family; Ein-Eltern-Familie; Rassentrennung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum
Abstract	This study examines the relationship between county-level estimates of implicit racial bias and black-white test score gaps in U.S. schools. Data from over 1 million respondents from across the United States who completed an online version of the Race Implicit Association Test (IAT) were combined with data from the Stanford Education Data Archive covering over 300 million test scores from U.S. schoolchildren in grades 3 through 8. Two key findings emerged. First, in both bivariate and multivariate models, counties with higher levels of racial bias had larger black-white test score disparities. The magnitude of these associations were on par with other widely accepted predictors of racial test score gaps, including racial gaps in family income and racial gaps in single parenthood. Second, the observed relationship between collective rates of racial bias and racial test score gaps was explained by the fact that counties with higher rates of racial bias had schools that were characterized by more racial segregation and larger racial gaps in gifted and talented assignment as well as special education placement. This pattern is consistent with a theoretical model in which aggregate rates of racial bias affect educational opportunity through sorting mechanisms that operate both within and beyond schools. (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01