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“The Academic Achievement Gap in Grades 3 to 8”. Charles Clotfelter, Helen Ladd, and Jacob Vigdor Harvard Achievement Gap Conference June 20, 2006. Main findings:. Black-white gap is large and constant.
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“The Academic Achievement Gap in Grades 3 to 8” Charles Clotfelter, Helen Ladd, and Jacob Vigdor Harvard Achievement Gap Conference June 20, 2006
Main findings: • Black-white gap is large and constant. • Hispanic students are progressing relative to whites from grade 3 to 8; SES explains most. • Asian students are also progressing, and surpassing whites. • From grade 3 to 8, racial gaps between low-performing students decline; those between high-performing grow. • Few districts or district groups have been able both to raise black achievement and reduce the black-white gap.
Student covariates used in regressions for adjusted gaps • Race/ethnicity (including multiracial) • Gender (male) • Age in May of 3rd grade • Parents’ education (HS, LT HS) • Subsidized lunch in grades 7 or 8 • District type (top 5; rural) • Region (coastal, mountain)
Estimates of the Black-White Gap In Math ------3------ ------4------ ------5------ ------8------
Density Plot, White vs. Hispanic, 3rd Grade Math, 1998 Cohort
For full paper, see: Charles T. Clotfelter, Helen F. Ladd, and Jacob L. Vigdor “The Academic Achievement Gap in Grades 3 to 8” NBER Working Paper 12207, April 2006 (http://www.nber.org/papers/w12207)