The Black-White Test Score Gap Through Third Grade

34 Pages Posted: 10 Feb 2005 Last revised: 11 Sep 2022

See all articles by Roland G. Fryer

Roland G. Fryer

Harvard University - Department of Economics; National Bureau of Economic Research (NBER); American Bar Foundation; University of Chicago

Steven D. Levitt

University of Chicago; National Bureau of Economic Research (NBER); American Bar Foundation

Multiple version iconThere are 2 versions of this paper

Date Written: January 2005

Abstract

This paper describes basic facts regarding the black-white test score gap over the first four years of school. Black children enter school substantially behind their white counterparts in reading and math, but including a small number of covariates erases the gap. Over the first four years of school, however, blacks lose substantial ground relative to other races; averaging .10 standard deviations per school year. By the end of third grade there is a large Black-White test score gap that cannot be explained by observable characteristics. Blacks are falling behind in virtually all categories of skills tested, except the most basic. None of the explanations we examine, including systematic differences in school quality across races, convincingly explain the divergent academic trajectory of Black students.

Suggested Citation

Fryer, Roland G. and Levitt, Steven D., The Black-White Test Score Gap Through Third Grade (January 2005). NBER Working Paper No. w11049, Available at SSRN: https://ssrn.com/abstract=648951

Roland G. Fryer (Contact Author)

Harvard University - Department of Economics ( email )

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Steven D. Levitt

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American Bar Foundation

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