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Research ArticleArticle

The Black-White Education Scaled Test-Score Gap in Grades K-7

Timothy N. Bond and Kevin Lang
Published online before print June 07, 2017, 0916-8242R; DOI: https://doi.org/10.3368/jhr.53.4.0916.8242R
Timothy N. Bond
Timothy N. Bond is an Assistant Professor of Economics in the Krannert School of Management at Purdue University. Kevin Lang is a Professor of Economics at Boston University.
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Kevin Lang
Timothy N. Bond is an Assistant Professor of Economics in the Krannert School of Management at Purdue University. Kevin Lang is a Professor of Economics at Boston University.
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Abstract

We measure the black-white achievement gap from kindergarten through seventh grade on an interval scale created by tying each grade/test score combination to average eventual education. After correcting for various sources of test measurement error, some of which are unique to forward-looking scales, we find no racial component in the evolution of the achievement gap through the first eight years of schooling. Further, most, if not all, of the gap can be explained by socioeconomic differences. Our results suggest that the rising racial test gap in previous studies probably reflects excessive measurement error in testing in the early grades.

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Journal of Human Resources: 60 (3)
Journal of Human Resources
Vol. 60, Issue 3
1 May 2025
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The Black-White Education Scaled Test-Score Gap in Grades K-7
Timothy N. Bond, Kevin Lang
Journal of Human Resources Jun 2017, 0916-8242R; DOI: 10.3368/jhr.53.4.0916.8242R

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The Black-White Education Scaled Test-Score Gap in Grades K-7
Timothy N. Bond, Kevin Lang
Journal of Human Resources Jun 2017, 0916-8242R; DOI: 10.3368/jhr.53.4.0916.8242R
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