American Economic Review Vol. 106 No. 10 2016
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 regres sion 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.
- DOI
- 10.1257/aer.20150484
- Volume
- 106
- Issue
- 10
- Pages
- 2783-2816
- Language
- en
- Sources
- bibtex:phds-export.bib openalex crossref