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Replication data for: Can Tracking Raise the Test Scores of High-Ability Minority Students?

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DOI
https://doi.org/10.3886/E113053V1
Version
1
Resource Type
Dataset
Creator
  • Card, David
  • Giuliano, Laura
Publication Date
2016-10-01
Description

  • 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 regression 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.
Availability
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Relations
  • Is supplement to
    DOI: 10.1257/aer.20150484 (Text)
Publications
  • Card, David, and Laura Giuliano. “Can Tracking Raise the Test Scores of High-Ability Minority Students?” American Economic Review 106, no. 10 (October 2016): 2783–2816. https://doi.org/10.1257/aer.20150484.
    • ID: 10.1257/aer.20150484 (DOI)

Update Metadata: 2020-05-18 | Issue Number: 2 | Registration Date: 2019-10-12

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Card, David; Giuliano, Laura (2016): Replication data for: Can Tracking Raise the Test Scores of High-Ability Minority Students?. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E113053V1