Can tracking raise the test scores of high-ability minority students?

David Card; Laura Giuliano

doi:10.1257/aer.20150484

Can tracking raise the test scores of high-ability minority students?

David Card, Laura Giuliano

Economics

Research output: Contribution to journal › Article

10 Citations (Scopus)

Abstract

We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate "gifted/high achiever" classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (i) a rank-based regression discontinuity design, and (ii) a between-school/cohort analysis. We find significant effects that are concentrated among black and Hispanic participants. Minorities gain 0.5 standard deviation units in fourth-grade reading and math scores, with persistent gains through sixth grade. We find no evidence of negative or positive spillovers on nonparticipants.

Original language	English (US)
Pages (from-to)	2783-2816
Number of pages	34
Journal	American Economic Review
Volume	106
Issue number	10
DOIs	https://doi.org/10.1257/aer.20150484
State	Published - Oct 1 2016

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Test scores

Minorities

Standard deviation

Regression discontinuity design

School districts

Cohort analysis

Seat

Positive spillover

ASJC Scopus subject areas

Economics and Econometrics

Cite this

Card, D., & Giuliano, L. (2016). Can tracking raise the test scores of high-ability minority students? American Economic Review, 106(10), 2783-2816. https://doi.org/10.1257/aer.20150484

Can tracking raise the test scores of high-ability minority students? / Card, David; Giuliano, Laura.

In: American Economic Review, Vol. 106, No. 10, 01.10.2016, p. 2783-2816.

Research output: Contribution to journal › Article

Card, D & Giuliano, L 2016, 'Can tracking raise the test scores of high-ability minority students?', American Economic Review, vol. 106, no. 10, pp. 2783-2816. https://doi.org/10.1257/aer.20150484

Card D, Giuliano L. Can tracking raise the test scores of high-ability minority students? American Economic Review. 2016 Oct 1;106(10):2783-2816. https://doi.org/10.1257/aer.20150484

Card, David ; Giuliano, Laura. / Can tracking raise the test scores of high-ability minority students?. In: American Economic Review. 2016 ; Vol. 106, No. 10. pp. 2783-2816.

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title = "Can tracking raise the test scores of high-ability minority students?",

abstract = "We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate {"}gifted/high achiever{"} classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (i) a rank-based regression discontinuity design, and (ii) a between-school/cohort analysis. We find significant effects that are concentrated among black and Hispanic participants. Minorities gain 0.5 standard deviation units in fourth-grade reading and math scores, with persistent gains through sixth grade. We find no evidence of negative or positive spillovers on nonparticipants.",

author = "David Card and Laura Giuliano",

year = "2016",

month = "10",

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doi = "10.1257/aer.20150484",

language = "English (US)",

volume = "106",

pages = "2783--2816",

journal = "American Economic Review",

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