TY - JOUR
T1 - Analysis of Math Test Score Gap Between White and Non-White Students in Brazilian Public Schools
T2 - SAEB 2015
AU - Becker, Kalinca Léia
AU - Arends-Kuenning, Mary Paula
N1 - Publisher Copyright:
© The Author(s) 2019.
PY - 2020/6/1
Y1 - 2020/6/1
N2 - This study aims to analyze and decompose the gap between White and non-White students’ test scores observed in the Brazilian National Evaluation System of Basic Education (SAEB)—2015. To do so, proficiency equations were estimated for each student race group (White, Brown, Black, and Indigenous) using the recentered influence function method, which generalizes the Oaxaca–Blinder decomposition to any point in the grade distribution. The proficiency of White students is higher than the other groups of students, and this difference increases throughout the distribution. Black students exhibit the lowest average test score, behind the Indigenous and then the Brown students. At the lower and middle levels of the math test score distribution, the racial gap is mainly due to the characteristics effect, which represents the part of the proficiency differential that is explained by the differences in observable characteristics of students. However, the gap at the upper level of grade distribution is mainly due the structural effect, which results from non-observable issues, such as discrimination and stereotype threats.
AB - This study aims to analyze and decompose the gap between White and non-White students’ test scores observed in the Brazilian National Evaluation System of Basic Education (SAEB)—2015. To do so, proficiency equations were estimated for each student race group (White, Brown, Black, and Indigenous) using the recentered influence function method, which generalizes the Oaxaca–Blinder decomposition to any point in the grade distribution. The proficiency of White students is higher than the other groups of students, and this difference increases throughout the distribution. Black students exhibit the lowest average test score, behind the Indigenous and then the Brown students. At the lower and middle levels of the math test score distribution, the racial gap is mainly due to the characteristics effect, which represents the part of the proficiency differential that is explained by the differences in observable characteristics of students. However, the gap at the upper level of grade distribution is mainly due the structural effect, which results from non-observable issues, such as discrimination and stereotype threats.
KW - decomposition
KW - discrimination
KW - school proficiency
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U2 - 10.1177/0034644619879381
DO - 10.1177/0034644619879381
M3 - Article
AN - SCOPUS:85074365572
SN - 0034-6446
VL - 47
SP - 138
EP - 158
JO - Review of Black Political Economy
JF - Review of Black Political Economy
IS - 2
ER -