We found a match
Your institution may have rights to this item. Sign in to continue.
- Title
Can Tracking Raise the Test Scores of High-Ability Minority Students?<sup>†</sup>.
- Authors
Card, David; Giuliano, Laura
- Abstract
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 regres sion 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. (JEL I21, J21, J24)
- Subjects
SCHOOL districts; CLASSROOMS; TEST scoring; MINORITIES; EXTERNALITIES
- Publication
American Economic Review, 2016, Vol 106, Issue 10, p2783
- ISSN
0002-8282
- Publication type
Article
- DOI
10.1257/aer.20150484