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Overview
The test score gap between blacks and whites - on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence - is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it.Synopsis
The test score gap between blacks and whites - on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence - is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it.
New York Times Book Review - Alan Wolfe
Chapters explore the influence of parents, teachers, peers and society as a whole in explaining why blacks and whites perform differently on [some] tests. . . .some of the authors disagree with the hypotheses suggested by others. . . .the most important fact is. . .When we debate using racial preferencces to admit more black and Hispanic students to the nation's best colleges, we are considering the fate of a shockingly small number of people.
Editorials
Alan Wolfe
Chapters explore the influence of parents, teachers, peers and society as a whole in explaining why blacks and whites perform differently on [some] tests. . . .some of the authors disagree with the hypotheses suggested by others. . . .the most important fact is. . .When we debate using racial preferencces to admit more black and Hispanic students to the nation's best colleges, we are considering the fate of a shockingly small number of people.—New York Times Book Review