Stefanie Fischer
نویسنده
چکیده
For years economists have paid special attention to the disparities in academic achievement among minority groups in the United States. Particularly, the White-Black achievement gap has been the focus of many studies. On average, a Black seventeen year old reads at the proficiency level of a White thirteen year old and, in 2008, about 45% of Whites ages 18 to 24 were enrolled in college compared with 30% of Blacks (National Center for Education Statistics, NEAP). Economists find these achievement differences a pertinent research question particularly because the source of this gap is likely to inform the Black-White wage gap as well. Furthermore, Public policy choices for addressing the achievement gap may depend critically on the underlying source. Similar disparities exist for Hispanic and American Indian students, although fewer studies examine these groups. Researchers have suggested a variety of explanations for why the Black-White achievement gap exists; findings vary substantially across datasets and measures employed. A common result is that socioeconomic status and general family background characteristics explain much of the gap (Phillips et al. 1998; Fryer and Levitt 2004; Armor 1992; Brooks-Gunn and Duncan 1997; Mayer 1997). Several other studies attribute the gap to differences in school quality and resources (Cook and Evens 2000; Hanushek and Rivkin 2006). More recently economists have started to investigate how behavior driven by cultural norms may explain the Black-White achievement gap and
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