{'fraction_non_alphanumeric': 0.027554535017221583, 'fraction_numerical': 0.03329506314580941, 'mean_word_length': 5.0979020979020975, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Has Curriculum Closed the Test Score Gap in Math?

This study examines the extent to which convergence in mathematics course-taking behavior is responsible for narrowing the Hispanic-white and the black-white test score gaps during the 1980s. Mathematics curriculum is measured in detail using high school transcript data from both High School and Beyond and the National Education Longitudinal Study of 1988. After controlling for demographic, family, and school characteristics, changes in curriculum account for about 60 percent of the narrowing Hispanic-white test score gap between 1982 and 1992. However, the black-white test score gap did not drop significantly. ∗I would like to thank Julian Betts for helpful comments on earlier drafts of this paper. Heather Rose, Public Policy Institute of California, 500 Washington Street, Ste. 800, San Francisco, CA, 94111.