Card, David, & Rothstein, Jesse
Racial Segregation and the Black-White Test Score Gap
University of California Berkeley, Princeton University
Relate the achievement gap between Black and White students in a city to differences in their exposure to Black peers in neighborhoods and schools.
Journal Name or Institutional Affiliation:
NBER -National Bureau of Economics
NBER WorkingPaper #12078
- Black-White achievement gap in a city will vary with the relative segregation of schools and neighborhoods in the city.
- Concerns over the racial isolation of Black youth may be overstated.
- Neighborhoods appear to matter for student achievement.
- Race per se may not be the primary source of these effects; rather, it seems to be exposure to more economically successful neighbors.
- Holding constant neighborhood characteristics, the racial composition of schools seems to have little effect on Black relative achievement.
- Socioeconomic status of neighbors, rather than their race, may be the primary source of effects.
Achievement Gap, Neighborhood, Peer Effects, Racial Composition, Segregation
Method of Analysis:
Unit of Analysis:
- The model controls for student-level covariates and for selective participation in the SAT.
- Primary source of student achievement data is a sample of SAT records for 25% of White test takers and 100% of Black test-takers in the 1998-2001 SAT test cohorts.
- Data on school racial composition from the Common Core of Data and the Private School Survey.
- Data Census tract composition from the 2000 Census.
- Assign students to Metropolitan Statistical areas (MSAs) based on year-2000 definitions.
- IV: Exposure to Black peers, racial isolation
- DV: Gap in SAT scores between Black and White students in the same MSA