Has Curriculum Closed the Test Score Gap in Math?
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| 024 | 7 | 0 | |a 10.2202/1538-0653.1245 |2 doi |
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| 100 | 1 | |a Rose |D Heather |u 1Public Policy Institute of California, hmrose@ucdavis.edu | |
| 245 | 1 | 0 | |a Has Curriculum Closed the Test Score Gap in Math? |h [Elektronische Daten] |c [Heather Rose] |
| 520 | 3 | |a This study examines the extent to which convergence in mathematics course-taking behavior is responsible for narrowing the Hispanic-white and the black-white test score gaps during the 1980s. Mathematics curriculum is measured in detail using high school transcript data from both High School and Beyond and the National Education Longitudinal Study of 1988. After controlling for demographic, family, and school characteristics, changes in curriculum account for about 60 percent of the narrowing Hispanic-white test score gap between 1982 and 1992. However, the black-white test score gap did not drop significantly. | |
| 540 | |a ©2011 Walter de Gruyter GmbH & Co. KG, Berlin/Boston | ||
| 690 | 7 | |a I21, J15 |2 nationallicence | |
| 773 | 0 | |t Topics in Economic Analysis & Policy |d De Gruyter |g 4/1(2004-05-25) |q 4:1 |1 2004 |2 4 |o bejeap | |
| 856 | 4 | 0 | |u https://doi.org/10.2202/1538-0653.1245 |q text/html |z Onlinezugriff via DOI |
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| 950 | |B NATIONALLICENCE |P 100 |E 1- |a Rose |D Heather |u 1Public Policy Institute of California, hmrose@ucdavis.edu | ||
| 950 | |B NATIONALLICENCE |P 773 |E 0- |t Topics in Economic Analysis & Policy |d De Gruyter |g 4/1(2004-05-25) |q 4:1 |1 2004 |2 4 |o bejeap | ||
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