The dynamics of the evolution of the Black–White test score gap

Sohn, Kitae

doi:10.1080/09645292.2010.488487

Cited by 6 publications

(5 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In concordance with the literature focussed on the black-white test gap in the United States Levitt, 2004, 2006;Clotfelter et al, 2009;Sohn, 2012;Lang, 2013, 2018), we also find a sizeable di↵erence in test scores between black and white students. As a comparison, our estimates of the black-white test gap in Canada are about half the magnitude of those inferred by Fryer and Levitt (2004) from extrapolating their analysis of kindergarten and grade one students to later grades.…”

supporting

confidence: 90%

Inequalities in test scores between Indigenous and non-Indigenous youth in Canada

Barber

Jones

2021

Economics of Education Review

View full text Add to dashboard Cite

This paper documents a robust achievement gap between the math scores of Indigenous and non-Indigenous youth in Canada between 1996 and 2008. Using data from the restricted-access National Longitudinal Survey of Children and Youth we show that after controlling for a rich set of observables, students who self-identify as Indigenous perform 0.31 standard deviations lower on a standardized math test compared to their non-Indigenous counterparts. We find that this test gap emerges by the age of 12, and it did not decline between 1996 and 2008, despite the recommendations of the 1996 Royal Commission on Aboriginal Peoples to ameliorate the public education system for Indigenous students. Counterfactual estimates from the decomposition method of Lemieux (2002) suggest that the test gap among the lowest performing students would have been eliminated if Indigenous students faced the same level of and returns to observable characteristics as non-Indigenous students. This exercise does not result in a narrowing of the test gap in the upper tail, suggesting that unobservables, rather than observables, are driving the majority of the test gap among high achieving students.

show abstract

supporting

confidence: 90%

Inequalities in test scores between Indigenous and non-Indigenous youth in Canada

Barber

Jones

2021

Economics of Education Review

View full text Add to dashboard Cite

show abstract

“…As my previous studies (Sohn 2012a(Sohn , 2012b(Sohn , 2014 have shown, similar econometric strategies can provide new insights into outcomes other than gender earnings gaps, using both contemporary and historical data.…”

Section: Discussionmentioning

confidence: 87%

“…I have used similar strategies in the past (Sohn 2012a(Sohn , 2012b, but that research was concerned with racial and gender gaps in academic outcomes. (Sohn 2014 considers the gender gap in earnings, but the data are from Iowa, in the United States, in 1915.)…”

Section: Introductionmentioning

confidence: 96%

Gender Discrimination in Earnings in Indonesia: A Fuller Picture

Sohn

2015

Bulletin of Indonesian Economic Studies

Self Cite

View full text Add to dashboard Cite

This article analyses data from the 2007 Indonesia Family Life Survey in order to decompose the gender gap in earnings into explained and unexplained gaps, not only at the mean but also across the entire distribution. Women earned about 30% less than men, in both paid work and self-employment. The explained gap accounts for only about a quarter of the gap in paid work but for about half of the gap in self-employment. When the decomposition is made across the earnings distribution, the total gap decreases with earnings in both paid work and self-employment, and both conditional and unconditional on characteristics. In both employment sectors, the explained gap remains similar across the distribution, and therefore the un explained gap drives the decrease in the total gap. The unconditional decomposition across the distribution provides great insight into the dynamics that are obscured in results derived from decomposition at the mean.

show abstract

“…We believe that this effect is moderated by the location of our medical centers in inner city areas where portions of the population have low SES and do not have access to early childhood education or children's books. The concept of the “black-white score gap” and its environmental associations is well known in the literature [37, 38]. There has been evidence of 18-21 point differential between black and white children on the PPVT-R at age 3, that is moderated by family income, structure and home environment [39], as well as, disproportianate bias towards minorities on the PPVT-3 [40] which would be complicated in households were English is not the primary language [41].…”

Section: Discussionmentioning

confidence: 99%

Cognitive functioning one month and one year following febrile status epilepticus

Weiss

Masur

Shinnar

et al. 2016

Epilepsy & Behavior

View full text Add to dashboard Cite

Objective To determine early developmental and cognitive outcomes of children with Febrile Status Epilepticus (FSE) one month and one year after FSE. Methods One hundred ninety four children with FSE were evaluated on measures of cognition, receptive language, and memory as part of the FEBSTAT study and compared to 100 controls with simple febrile seizures (FS). Results Children with FSE did not differ dramatically on tasks compared to FS controls at one month after FSE, but demonstrated slightly weaker motor development (p=0.035) and receptive language (p=0.034) at one year after FSE. Performances was generally within the low average to average range. Within the FSE cohort non-white children performed weaker on many of the tasks compared to Caucasian children. At the one year visit, acute hippocampal T2 findings on MRI were associated with weaker receptive language skills (p= 0.0009) and human herpes virus 6 or 7 (hhv6/7) viremia was associated with better memory performances (p=0.047). Conclusion FSE does not appear to be associated with significant cognitive impairment on early developmental measures although there is a trend for possible receptive language and motor delay one year after FSE. Further follow-up, which is in progress, is necessary to track long term cognitive functioning.

show abstract

The dynamics of the evolution of the Black–White test score gap

Cited by 6 publications

References 32 publications

Inequalities in test scores between Indigenous and non-Indigenous youth in Canada

Inequalities in test scores between Indigenous and non-Indigenous youth in Canada

Gender Discrimination in Earnings in Indonesia: A Fuller Picture

Cognitive functioning one month and one year following febrile status epilepticus

Contact Info

Product

Resources

About