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Thirteen Ways of Looking at the Black-White Test Score Gap

The black-white cognitive test score gap is a stubborn feature of U.S. schooling and society. The patterns and causes of the development of black-white test score gaps as children age and progress through school, however, are not well understood, despite considerable recent study. In part, the absence of a detailed descriptive picture of the development of racial test score disparities is due to differences among studies in the tests and metrics used to measure the gap, the need to account for measurement error in test scores, and the complexity of interpreting betweenand within-school test score disparities. In this paper, I use data from a nationally representative sample of children enrolled in kindergarten in the fall of 1998 to describe the patterns and development of black-white test score disparities though the first six years of children’s schooling, to examine the extent to which these gaps grow differently among initially highand low-achieving students, and to describe the extent to which these gaps grow among students attending the same or different schools.