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Educational Endowments and Test Score Divergence During Middle and High School
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EDUCATIONAL ENDOWMENTS AND TEST SCORE DIVERGENCE DURING
MIDDLE AND HIGH SCHOOL
1
January 2005
Keith Robinson
Department of Sociology
University of Michigan, Ann Arbor
Ann Arbor, MI 48104
Abstract
Data from the National Educational Longitudinal Study of 1988 are used to detail the extent to which racial differences in the amount of educational resources students receive in eighth grade account for test score divergence that occurs between grades eight through twelve. The conceptual approach used in this study is unique in that it treats educational endowments as a fixed characteristic and assesses the extent to which it differentially affects test score improvement (divergence) over time for white and African American students. Findings suggest that net of family background, being advantaged on educational endowments in eighth grade is an important reason test scores for White students improve at a faster rate between middle and high school compared to African American students. The sample consists of 6,905 White students and 869 African American students who were followed from grade eight through twelve.
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I am greatly indebted to Angel Harris and Yu Xie for helpful comments. Direct all correspondence to
Keith Robinson, Institute for Social Research, University of Michigan, 426 Thompson St., P.O. Box 1248, Ann Arbor, Michigan 48106-1248. Phone (734) 763-4098, e-mail (
## email not listed ##
).
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| | Authors: robinson, keith. |
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1
EDUCATIONAL ENDOWMENTS AND TEST SCORE DIVERGENCE DURING
MIDDLE AND HIGH SCHOOL
1
January 2005
Keith Robinson
Department of Sociology
University of Michigan, Ann Arbor
Ann Arbor, MI 48104
Abstract
Data from the National Educational Longitudinal Study of 1988 are used
to detail the extent to which racial differences in the amount of
educational resources students receive in eighth grade account for test
score divergence that occurs between grades eight through twelve. The
conceptual approach used in this study is unique in that it treats
educational endowments as a fixed characteristic and assesses the extent
to which it differentially affects test score improvement (divergence) over
time for white and African American students. Findings suggest that net
of family background, being advantaged on educational endowments in
eighth grade is an important reason test scores for White students improve
at a faster rate between middle and high school compared to African
American students. The sample consists of 6,905 White students and 869
African American students who were followed from grade eight through
twelve.
1
I am greatly indebted to Angel Harris and Yu Xie for helpful comments. Direct all correspondence to
Keith Robinson, Institute for Social Research, University of Michigan, 426 Thompson St., P.O. Box 1248,
Ann Arbor, Michigan 48106-1248. Phone (734) 763-4098, e-mail (
## email not listed ##
).
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