The Evolution of the Black-White Test Score Gap in Grades K–3: The Fragility of Results

Timothy N. Bond · Kevin Lang

151 citations0/0 files storedThe Review of Economics and Statistics

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School Choice and Performance Psychometric Methodologies and Testing Critical Race Theory in Education

Abstract

Abstract Although both economists and psychometricians typically treat them as interval scales, test scores are reported using ordinal scales. Using the Early Childhood Longitudinal Study (ECLS-K) and the Children of the National Longitudinal Survey of Youth (CNLSY), we examine how order-preserving scale transformations affect the evolution of the black-white reading test score gap from kindergarten entry through third grade. Plausible transformations reverse the growth of the gap in the CNLSY and greatly reduce it in the ECLS-K during the early school years. All growth from entry through first grade and a nontrivial proportion from first to third grade probably reflects scaling decisions.

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1946On the Theory of Scales of Measurement 1969How Much Can We Boost IQ and Scholastic Achievement 2011The Black-White Test Score Gap 2010Estimating the Technology of Cognitive and Noncognitive Skill Formation 2008Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation 2004Understanding the Black-White Test Score Gap in the First Two Years of School 2008Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation 2008Item Response Theory and Clinical Measurement

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