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Analysis Code for "The Black-White Gap in Non-Cognitive Skills among Elementary School Children"
- Elder, Todd (Michigan State University)
- Zhou, Yuqing (University of California-Los Angeles)
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Abstract
Using two nationally representative datasets, we find large differences between black and white children in teacher-reported measures of non-cognitive skills. We show that teacher reports understate true black-white skill gaps because of reference bias: teachers appear to rate children relative to others in the same school, and black students have lower-skilled classmates, on average, than do white students. We pursue three approaches to addressing these reference biases. Each approach nearly doubles the estimated black-white gaps in non-cognitive skills, to roughly 0.9 standard deviations in third grade.
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1998-09-01 / 2014-05-01Time Period: Tue Sep 01 00:00:00 EDT 1998--Thu May 01 00:00:00 EDT 2014
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United States
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Is previous version of
DOI: 10.3886/E117301V2
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Elder, Todd, and Yuqing Zhou. “The Black-White Gap in Non-Cognitive Skills among Elementary School Children.” American Economic Journal: Applied Economics, n.d.
Update Metadata: 2020-03-18 | Issue Number: 2 | Registration Date: 2020-03-04
Elder, Todd; Zhou, Yuqing (2020): Analysis Code for "The Black-White Gap in Non-Cognitive Skills among Elementary School Children". Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E117301V1
