NotesFAQContact Us
Search Tips
ERIC Number: ED579685
Record Type: Non-Journal
Publication Date: 2017-Jan
Pages: 97
Abstractor: As Provided
The Geography of Racial/Ethnic Test Score Gaps. CEPA Working Paper No. 16-10
Reardon, Sean F.; Kalogrides, Demetra; Shores, Ken
Stanford Center for Education Policy Analysis
We estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and reading tests administered to public school students from 2009-2013. We show that achievement gaps vary substantially, ranging from nearly 0 in some places to larger than 1.2 standard deviations in others. Economic, demographic, segregation, and schooling characteristics explain roughly three-quarters of the geographic variation in these gaps. The strongest correlates of achievement gaps are local racial/ethnic differences in parental income, local average parental education levels, and patterns of racial/ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly though residential and school segregation patterns. Contains appendices. [This paper was written with the assistance of Ross Santy, Michael Hawes, and Marilyn Seastrom.]
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:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Spencer Foundation; William T. Grant Foundation
Authoring Institution: Stanford Center for Education Policy Analysis (CEPA)
IES Funded: Yes
Grant or Contract Numbers: R305D110018; 201500058; 186173