Understanding the Black-White Test Score Gap in the First Two Years of School

By Roland G. Fryer, Steven D. Levitt. Review of Economics and Statistics, 2004

1,103 citations recorded by the source corpus.

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Citations in the corpus

The "Receivement Gap": School Tracking Policies and the Fallacy of the "Achievement Gap" (2009, background): “…about the "achievement gap" have traditionally focused on the differential rates of performance on standardized tests between Whites and Blacks, but not Whites and Asians, where a substantial gap in test score performance exists?with Whites on the lower-performing end (Fryer & Levitt, 2004) .”
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades? (2010, background): “Additionally, Fryer and Levitt (2004) analyzed the kindergarten wave of the ECLS-K and concluded that a substantial part of the Black–White achievement gap might be due to Black students attending “worse” schools than White students.”
Effects of a Voluntary Summer Reading Intervention on Reading Achievement: Results From a Randomized Field Trial (2006, methodology): “For example, Fryer and Levitt (2004) analyzed data from the Early Childhood Longitudinal Survey (ECLS-K), a nationally representative sample of approximately 20,000 children entering Kindergarten in fall 1998, and found that White families (M = 93, SD = 65) reported owning more books than Black…”
Race and Economic Opportunity in the United States: an Intergenerational Perspective* (2018, unknown): “The finding that neighborhood effects on racial gaps are proportional to childhood exposure is consistent with prior evidence documenting the emergence of racial gaps in achievement in childhood (Fryer and Levitt 2004) and the importance of pre–labor-market measures in explaining racial gaps in labo”
Family, Neighborhood, and School Settings across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children? (2010, result): “…achievement at school entry.25 The absence of a Black-White gap in reading achievement at school entry, net of socioeconomic and family characteristics, is consistent with other research that has explored Black-White achievement differences among students in the ECLS-K (see Fryer & Levitt, 2004).”
A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes (2019, background): “In terms of academic ratings, Downey and Pribesh (2004), Fryer and Levitt (2004), Ready and Wright (2011), and Wright et al. (2017) find no evidence of a benefit of racial/ethnic matching for Black kindergarten students in terms of the approaches to learning or academic rating scale in literacy or…”
Asset-Based Approaches to Equitable Mathematics Education Research and Practice (2018, background): “…high-quality mathematics that draws from strengths of students, families, and communities (Celedón-Pattichis, White, & Civil, 2017) and emphasizes higher order concepts and skills at each grade level as well as foundational knowledge and skills (Clements & Sarama, 2008; Fryer & Levitt, 2004).”
How Important is Where you Start? Early Mathematics Knowledge and Later School Success (2013, background): “DIFFEREnCES ACROSS gROUPS A large body of research documents race and income gaps in school-entry academic skills, including math skills (e.g. Bodovski & Farkas, 2007; Fryer & Levitt, 2004; Magnuson & Duncan, 2006; Magnuson, Ruhm, & Waldfogel, 2007; Phillips, Crouse, & Ralph, 1998).”
The limits of social class in explaining ethnic gaps in educational attainment (2011, background): “Similarly Fryer & Levitt (2004) in a recent study with 20,000 US children born in the mid 1990’s and surveyed through the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) reports that controls for SES (parental occupation, education and income) reduced the Black-White gap in attainment on…”
School effects and ethnic, gender and socio-economic gaps in educational achievement at age 11 (2014, background): “For example, Fryer and Levitt (2004) conclude that differences in school quality account for two-thirds of the growth in the Black–White gap between age 5 and age 7 (although Fryer & Levitt, 2006 do not give the same emphasis to this factor).”
Patterns of Hispanic Students' Math Skill Proficiency in the Early Elementary Grades (2007, result): “…non-Hispanic Whites and Asians and, in some cases, behind those of non-Hispanic Black students as well (e.g., see Duncan & Magnuson, 2005; Fry, 2003; Fryer & Levitt, 2004; Hirschman, 2001; Kao & Thompson, 2003; Kaufman, Alt, & Chapman, 2001; Lee & Burkham, 2002; NCES, 2003; Padron, Waxman, &…”