Disentangling the Racial Test Score Gap: Probing the Evidence in a Large Urban School District

Autor/inn/en	Stiefel, Leanna; Schwartz, Amy Ellen; Ellen, Ingrid Gould
Titel	Disentangling the Racial Test Score Gap: Probing the Evidence in a Large Urban School District
Quelle	In: Journal of Policy Analysis and Management, 26 (2007) 1, S.7-30 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.20225
Schlagwörter	Race; Student Characteristics; Urban Schools; Scores; Academic Achievement; Correlation; Racial Differences; School Size; Institutional Characteristics; Teacher Characteristics; Experience; School Personnel; New York + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Korrelation; Rassenunterschied; Erfahrung; Schulpersonal
Abstract	We examine the size and distribution of the gap in test scores across races within New York City public schools and the factors that explain these gaps. While gaps are partially explained by differences in student characteristics, such as poverty, differences in schools attended are also important. At the same time, substantial within-school gaps remain and are only partly explained by differences in academic preparation across students from different race groups. Controlling for differences in classrooms attended explains little of the remaining gap, suggesting little role for within-school inequities in resources. There is some evidence that school characteristics matter. Race gaps are negatively correlated with school size--implying small schools may be helpful. In addition, the trade-off between the size and experience of the teaching staff in urban schools may carry unintended consequences for within-school race gaps. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10