Race and the Mismeasure of School Quality. Policy Brief
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| Title: | Race and the Mismeasure of School Quality. Policy Brief |
|---|---|
| Language: | English |
| Authors: | Joshua Angrist, Peter Hull, Parag Pathak, Christopher Walters, Massachusetts Institute of Technology (MIT), Blueprint Labs |
| Source: | Blueprint Labs. 2022. |
| Availability: | Blueprint Labs. 30 Wadsworth Street, Cambridge, MA 02142. e-mail: contact@mitblueprintlabs.org; Web site: https://blueprintlabs.mit.edu/ |
| Peer Reviewed: | N |
| Page Count: | 3 |
| Publication Date: | 2022 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Urban Schools, Race, Academic Achievement, Elementary School Students, Grade 6, Racial Composition, Educational Quality |
| Geographic Terms: | Colorado (Denver), New York (New York) |
| Abstract: | Many states, school districts, and information-sharing platforms report measures of school performance. Often called "school ratings," they are widely consulted by parents and educators alike. A school's rating is often strongly correlated with the racial make-up of its student body. In this paper, the authors analyzed this correlation in commonly used ratings of schools in New York City (NYC) and Denver, formulating a new measure of school performance. This study's findings suggest that, for middle schools in NYC and Denver, the racial make-up of a school's student body is largely unrelated to school quality. This study offers a simple method for adjusting academic performance ratings that removes the correlation between the rating and race. The researchers find that race-balanced progress ratings are at least if not more predictive of school quality than are conventional progress ratings. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Access URL: | https://blueprintcdn.com/wp-content/uploads/2022/01/Blueprint-Labs-Policy-Brief-Race-and-the-Mismeasure-of-School-Quality.pdf |
| Accession Number: | ED666319 |
| Database: | ERIC |
| Abstract: | Many states, school districts, and information-sharing platforms report measures of school performance. Often called "school ratings," they are widely consulted by parents and educators alike. A school's rating is often strongly correlated with the racial make-up of its student body. In this paper, the authors analyzed this correlation in commonly used ratings of schools in New York City (NYC) and Denver, formulating a new measure of school performance. This study's findings suggest that, for middle schools in NYC and Denver, the racial make-up of a school's student body is largely unrelated to school quality. This study offers a simple method for adjusting academic performance ratings that removes the correlation between the rating and race. The researchers find that race-balanced progress ratings are at least if not more predictive of school quality than are conventional progress ratings. |
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