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Determinants of academic attainment in the United States: A quantile regression analysis of test scores

机译：美国学术成就的决定因素：考试成绩的分位数回归分析

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摘要

We investigate the determinants of high school students' academic attainment in mathematics, reading and science in the United States; focusing particularly on possible differential impacts of ethnicity and family background across the distribution of test scores. Using data from the NELS2000 and employing quantile regression, we find two important results. First, the gaps in mathematics, reading and science test scores among ethnic groups vary across the conditional quantiles of the measured test scores. Specifically, Blacks and Hispanics tend to fare worse in their attainment at higher quantiles, particularly in science. Secondly, the effects of family background factors such as parental education and father's occupation also vary across quantiles of the test score distribution. The implication of these findings is that the influence racial and family background factors may have on academic attainment, which are commonly identified on the basis of a conditional mean distribution of test scores, may not tell the whole story the attainment discourse has to note.
机译：我们调查了美国高中生在数学，阅读和科学方面的学术成就的决定因素；在测试分数的分布中，应特别关注种族和家庭背景可能产生的不同影响。使用NELS2000的数据并采用分位数回归，我们发现了两个重要结果。首先，各族之间数学，阅读和科学测试成绩的差距因所测得的测试成绩的条件分位数而异。具体而言，黑人和西班牙裔人在较高分位数上的学习成绩往往会更差，尤其是在科学领域。其次，家庭背景因素（如父母的教育程度和父亲的职业）的影响也因测验分数分布的分位数而异。这些发现的含义是，种族和家庭背景因素可能会对学业成绩产生影响，而这通常是根据测验分数的条件平均分布确定的，可能并不能完整地说明学业成绩的话。

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