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

• 成果类型: Article
• 署名作者: Card, David; Giuliano, Laura
• 署名单位: University of California System; University of California Berkeley; National Bureau of Economic Research; University of Miami
• 刊物名称: AMERICAN ECONOMIC REVIEW
• ISSN/ISSBN: 0002-8282
• DOI: 10.1257/aer.20150484
• 发表日期: 2016
• 页码: 2783-2816
• 关键词: academic-achievement; exam schools; teachers; IMPACT; education; selection; college; grades; white; gap

摘要

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.