Families or Schools? Explaining the Convergence in White and Black Academic Performance
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Authors
Cook, Michael D.
Evans, William N.
Subjects
Advisors
Date of Issue
2000
Date
2020
Publisher
The University of Chicago
Language
Abstract
Differences in test scores of white and black students have narrowed substantially over time, falling by one‐half since 1970s. Some have speculated that this convergence is due to changes in family background or convergence in school quality. In this article we decompose the convergence in test scores into that portion due to changes in parental education, changes in school quality, and a narrowing of the within‐school gap in test scores. Only about 25% of the overall convergence is attributable to changing family and school characteristics. We find that nearly 75% of the convergence is attributable to changes within schools.
Type
Article
Description
The article of record as published may be found at http://doi.org/10.1086/209975
Series/Report No
Department
Organization
Naval Postgraduate School
Identifiers
NPS Report Number
Sponsors
Funder
Format
26 p.
Citation
Cook, Michael D., and William N. Evans. "Families or schools? Explaining the convergence in white and black academic performance." Journal of labor Economics 18.4 (2000): 729-754.
Distribution Statement
Rights
This publication is a work of the U.S. Government as defined in Title 17, United States Code, Section 101. As such, it is in the public domain, and under the provisions of Title 17, United States Code, Section 105, it may not be copyrighted.