Replication data for: Can Tracking Raise the Test Scores of High-Ability Minority Students?
- Card, David
- Giuliano, Laura
AbstractWe 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.
Is supplement to
DOI: 10.1257/aer.20150484 (Text)
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