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Can Tracking Raise the Test Scores of High-Ability Minority Students?

Card, David ; Giuliano, Laura

The American economic review, 2016-10, Vol.106 (10), p.2783-2816 [Periódico revisado por pares]

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Título:
Can Tracking Raise the Test Scores of High-Ability Minority Students?
Autor: Card, David ; Giuliano, Laura
Assuntos: Academic achievement ; Achievement tests ; Design ; Economic models ; Economic statistics ; Economic theory ; Education policy ; Educational evaluation ; Gifted children ; Gifted education ; Hispanic Americans ; Minority & ethnic groups ; Minority students ; School districts ; Socioeconomic factors ; Standard deviation ; Students ; Studies ; United States ; Urban areas ; White people
É parte de: The American economic review, 2016-10, Vol.106 (10), p.2783-2816
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Descrição: We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate "gifted/high achiever" classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (i) a rank-based regression discontinuity design, and (ii) a between-school/cohort analysis. We find significant effects that are concentrated among black and Hispanic participants. Minorities gain 0.5 standard deviation units in fourth-grade reading and math scores, with persistent gains through sixth grade. We find no evidence of negative or positive spillovers on nonparticipants.
Editor: Nashville: American Economic Association
Idioma: Inglês

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