caa a22 4500 378898981 CHVBK 20180305123513.0 cr unu---uuuuu 161128e20040525xx s 000 0 eng 10.2202/1538-0653.1245 doi (NATIONALLICENCE)gruyter-10.2202/1538-0653.1245 Rose Heather 1Public Policy Institute of California, hmrose@ucdavis.edu Has Curriculum Closed the Test Score Gap in Math? [Elektronische Daten] [Heather Rose] 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. ©2011 Walter de Gruyter GmbH & Co. KG, Berlin/Boston I21, J15 nationallicence Topics in Economic Analysis & Policy De Gruyter 4/1(2004-05-25) 4:1 2004 4 bejeap https://doi.org/10.2202/1538-0653.1245 text/html Onlinezugriff via DOI 1 research article jats NATIONALLICENCE 856 40 https://doi.org/10.2202/1538-0653.1245 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Rose Heather 1Public Policy Institute of California, hmrose@ucdavis.edu NATIONALLICENCE 773 0- Topics in Economic Analysis & Policy De Gruyter 4/1(2004-05-25) 4:1 2004 4 bejeap CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-gruyter