The Black-White Test Score Gap.
By Christopher Jencks, M. Phillips. 1998
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Michael N. Bastedo
- John W. Lounsbury
- Nicholas A. Bowman
- S. Wheeler
- Richard E. Petty
- Lucy W. Gibson
- Patricia F. Vadasy
- E. Sanders
Citations in the corpus
- The Long-Term Effects and Cost-Effectiveness of Success for All (2002, background): “Indeed, as Jencks and Phillips (1998) argued, reducing the test score gap is probably both necessary and sufficient for substantially reducing inequality in educational attainment and earnings.”
- Race and Economic Opportunity in the United States: an Intergenerational Perspective* (2018, unknown): “An alternative explanation of the test score gaps is that blacks underperform on standardized tests relative to whites because of inherent biases in standardized tests or stereotype threat (Steele and Aronson 1995; Jencks and Phillips 1998).”
- Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance (2013, unknown): “…other indicators of socioeconomic status are related to various educational outcomes (Bowen & Bok, 1998; Dixon-Román, 2007; Duncan & Brooks-Gunn, 1997a; Jencks & Phillips, 1998; Orr, 2003; Phillips et al., 1998; Rothstein, 2004; Sexton, 1961; Yeung & Conley, 2008; White, 1982; White et al., 1993).”
- Gender differences in mathematics achievement: Exploring the early grades and the extremes (2008, background): “…in academic achievement vary significantly across race and SES at the high school and postsecondary levels (e.g., Riegle-Crumb, 2006), and a substantial body of research confirms the importance of race and class for early academic achievement (e.g., Jencks and Phillips, 1998; Lee and Burkam, 2002).”