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ERIC Number: EJ1050971
Record Type: Journal
Publication Date: 2015-Mar
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0162-3737
Black-White Summer Learning Gaps: Interpreting the Variability of Estimates across Representations
Quinn, David M.
Educational Evaluation and Policy Analysis, v37 n1 p50-69 Mar 2015
The estimation of racial test score gap trends plays an important role in monitoring educational equality. Documenting gap trends is complex, however, and estimates can differ depending on the metric, modeling strategy, and psychometric assumptions. The sensitivity of summer learning gap estimates to these factors has been under-examined. Using national data, I find Black-White summer gap trends ranging from a significant relative disadvantage for Black students to a significant relative advantage. Preferred models show no overall gap change the summer after kindergarten, but Black students may make less summer math growth than White students with similar true spring scores. In estimating gap trends, researchers must recognize that different statistical models not only carry unique assumptions but also answer distinct descriptive questions.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A