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Author Hanushek, Eric A. ♦ Rivkin, Steven G. ♦ Hanushek, A.
Source CiteSeerX
Content type Text
File Format PDF
Language English
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Legal Limit ♦ Blackwhite Achievement Gap ♦ School Improvement ♦ Test Score Distribution ♦ Labor Market Complication ♦ Adverse Effect ♦ Current Housing Pattern ♦ Simple Change ♦ Overall Effect ♦ Peer Racial Composition ♦ Achievement Differential ♦ Black-white Achievement Gap ♦ Substantial Share ♦ Important Contributor ♦ Different Part ♦ Teacher Experience Distribution ♦ Specific Desegregation Program ♦ School Quality ♦ Teacher Experience ♦ Early Grade ♦ Eighth Grade ♦ Specific Teacher ♦ Texas Administrative Data Show ♦ Overall Growth ♦ Achievement Distribution ♦ Racial Composition ♦ Achievement Gap ♦ Substantial Uncertainty ♦ Segregation Effort ♦ Sizeable Achievement Difference ♦ Upper Part ♦ Policy Dilemma ♦ Initial Achievement ♦ High Black Enrollment Share ♦ Race Appear ♦ Major Role ♦ Effective Policy Response
Description Sizeable achievement differences by race appear in early grades, but substantial uncertainty exists about the impact of school quality on the black-white achievement gap and particularly about its evolution across different parts of the achievement distribution. Texas administrative data show that the overall growth in the achievement gap between third and eighth grade is higher for students with higher initial achievement and that specific teacher and peer characteristics including teacher experience and peer racial composition explain a substantial share of the widening. The adverse effect of attending school with a high black enrollment share appears to be an important contributor to the larger growth in the achievement differential in the upper part of the test score distribution. This evidence reaffirms the major role played by peers and school quality, but also presents a policy dilemma. Teacher labor market complications, current housing patterns, legal limits in segregation efforts, and uncertainty about the overall effects of specific desegregation programs indicate that effective policy responses will almost certainly involve a set of school improvements beyond simple changes in peer racial composition and the teacher experience distribution.
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Learning Resource Type Article
Publisher Date 2009-01-01
Publisher Institution 336393.Frisancho Robles, V.C., and Krishna Kala (2012) “Affirmative Action in Higher Education in India: Targeting, Catch Up, and Mismatch”, NBER Working paper No.17727