NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED530727
Record Type: Non-Journal
Publication Date: 2012-Mar
Pages: N/A
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results. NBER Working Paper No. 17960
Bond, Timothy N.; Lang, Kevin
National Bureau of Economic Research
Although both economists and psychometricians typically treat them as interval scales, test scores are reported using ordinal scales. Using the Early Childhood Longitudinal Study and the Children of the National Longitudinal Survey, we examine the effect of order-preserving scale transformations on the evolution of the black-white reading test score gap from kindergarten entry through third grade. Plausible transformations reverse the growth of the gap in the CNLSY and greatly mitigate it in the ECLS-K during early school years. All growth from entry through first grade and a nontrivial proportion from first to third grade probably reflects scaling decisions.
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Publication Type: Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Bureau of Economic Research
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey