TY - JOUR
T1 - The geography of racial/ethnic test score gaps
AU - Reardon, Sean F.
AU - Kalogrides, Demetra
AU - Shores, Kenneth
N1 - Funding Information:
1The research described here was supported by grants from the Institute of Education Sciences (R305D110018), the Spencer Foundation (award 201500058), and the William T. Grant Foundation (award 186173). The article would not have been possible without the assistance of Ross Santy, Michael Hawes, and Marilyn Seastrom, who facilitated access to the EDFacts data. This article benefited substantially from ongoing collaboration © 2019 by The University of Chicago. All rights reserved. 0002-9602/2019/12403-0005$10.00
Publisher Copyright:
© 2019 by The University of Chicago. All rights reserved.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - The authors 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 English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that achievement gaps vary substantially, ranging from nearly zero in some places to larger than 1.5 standard deviations in others. Economic, demographic, segregation, and schooling characteristics explain 43%–72% of the geographic variation in these gaps. The strongest correlates of achievement gaps are local racial/ethnic differences in parental income and educational attainment, 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 through residential and school segregation patterns.
AB - The authors 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 English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that achievement gaps vary substantially, ranging from nearly zero in some places to larger than 1.5 standard deviations in others. Economic, demographic, segregation, and schooling characteristics explain 43%–72% of the geographic variation in these gaps. The strongest correlates of achievement gaps are local racial/ethnic differences in parental income and educational attainment, 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 through residential and school segregation patterns.
UR - http://www.scopus.com/inward/record.url?scp=85062684616&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85062684616&partnerID=8YFLogxK
U2 - 10.1086/700678
DO - 10.1086/700678
M3 - Article
AN - SCOPUS:85062684616
SN - 0002-9602
VL - 124
SP - 1164
EP - 1221
JO - American Journal of Sociology
JF - American Journal of Sociology
IS - 4
ER -