School quality and the black-white achievement gap

By Eric A. Hanushek, Steven G. Rivkin. 2006

202 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9e7c5f6260fc0b590efc08a4e901ae14b68c6f32

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In Education

Citations in the corpus

The Efficacy of Academic Acceleration for Gifted Minority Students (2010, background): “Researchers (Banks, 1999; Ford, 1996; Ford et al., 2002; Ford & Grantham, 2003; Hanushek & Rivkin, 2006; Irvine & York, 1995; Milner, Tenore, & Laughter, 2008) call for teachers to present multicultural content and be knowledgeable of how culture affects learning.”
Harming the Best: How Schools Affect the Black-White Achievement Gap. NBER Working Paper No. 14211. (2008, unknown): “The descriptive analysis the ECLS data in Hanushek and Rivkin (2006) shows that blacks who move between grades 1 and 3 in the ECLS sample exhibit larger test score growth than stayers, a pattern contrary to that observed in most longitudinal data sets.”
Follow-Up with Students After 6 Years of Participation in Project EXCITE (2009, background): “…differences in the quality of schooling, poor-quality educational interventions, teachers inexperienced with multicultural education (Banks, 1999; Hanushek & Rivkin, 2006; Irvine & York, 1995), teachers with low expectations (Ford, Harris III, Tyson, & Trotman, 2002), and fewer opportunities for…”
Early Predictors of High School Mathematics Achievement (2012, unknown): “Children from low-income and minority backgrounds are particularly at risk for poor mathematics achievement (Hanushek & Rivkin, 2006).”
Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions (2007, background): “neighborhoods or in other countries (Balfanz & Byrnes, 2006; Hanushek & Rivkin, 2006; Schmidt et al., 1999) and begin showing clear signs of behavioral and emotional disengagement from school (Balfanz & Boccanfuso, 2007; Juvonen, Le, Kaganoff, Augustine, & Constant, 2004; Skinner, Zimmer-Gembeck, ”
What happens after enrollment? An analysis of the time path of racial differences in GPA and major choice (2012, background): “These trends continue through middle school with both Phillips and Chin (2004) and Hanushek and Rivkin (2006,2009) documenting increases in the math achievement gap between blacks and whites through the eighth grade.”