The Black-White Test Score Gap through Third Grade. NBER Working Paper No. 11049.

By Roland G. Fryer, Steven D. Levitt. 2006

487 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1499977730c2c67bba5ffab7d3abff91fcfc98e7

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Citations in the corpus

Patterns of Hispanic Students' Math Skill Proficiency in the Early Elementary Grades (2007, result): “…compared to the extensive body of research on the cognitive skill development of African American and non-Hispanic White students (e.g., see Fryer & Levitt, 2004, 2005; Jencks & Phillips, 1998; Neal, 2005), researchers have relatively little systematic, nationally representative data on…”
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn (2007, background): “Such gaps have been most commonly documented for children from different racial backgrounds (e.g., Fryer & Levitt, 2005; Jencks & Phillips, 1998), but also between poor and nonpoor children (Duncan & Magnuson, 2005) or in relation to child and maternal health (Currie, 2005).”
Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008, background): “…after Graham’s (1994) admonition that educational researchers should investigate the factors influencing the academic motivation of African American youth, relatively little motivation research has been conducted with these and other students of color or national background (Fryer & Levitt, 2005).”
Top of the Class: The Importance of Ordinal Rank (2018, unknown): “Widening education gaps have been documented by race (Fryer and Levitt, 2006; Hanushek and Rivkin, 2006, 2009).”
The role of family socioeconomic resources in the black-white test score gap among young children (2006, background): “Finally, both Fryer and Levitt (2005) and Yeung and PfeiVer (2005) took advantage of the longitudinal nature of their data to consider whether the same set of SES measures explain the somewhat larger achievement gaps found among older children.”
The today and tomorrow of kids: Time preferences and educational outcomes of children (2011, background): “Fryer and Levitt (2006) show a test score gap between blacks and whites that grows as children age.”
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades (2009, methodology): “Fryer and Levitt (2006) report estimated Hispanic-White gaps from kindergarten through third grade using these data.”
Ability Grouping Practices in Elementary School and African American/Hispanic Achievement (2008, background): “Recent empirical research suggests that while controlling for family socioeconomic status completely eliminates black-white reading achievement gaps at school entry, the gaps reemerge during the first few years of school and are quite substantial by the end of third grade (Fryer and Levitt 2006).”
Race and Economic Opportunity in the United States: an Intergenerational Perspective* (2018, unknown): “We structure our empirical analysis using a statistical model of income inequality and intergenerational mobility in the tradition of Galton (1886) and Becker and Tomes (1979).”
Can Tracking Raise the Test Scores of High-Ability Minority Students?. (2016, unknown): “Although significant test score gaps have already emerged by age five (Fryer and Levitt 2006), recent studies show that racial disparities in the upper tail continue to widen as students progress through school (Hanushek and Rivkin 2009; Clotfelter et al. 2009).”