In the new paper, however, they concluded that “systematic differences in school quality appear much less important in explaining the differences in test-score trajectories by race, once the data are extended through third grade; Blacks lose substantial ground relative to Whites within the same school and even in the same classrooms. That is, including school- or teacher-fixed effects [does] little to explain the divergent trajectories of Black and White students between kindergarten and third grade. . . . By the end of third grade, even after controlling for observables, the Black-White test-score gap is evident in every skill tested in reading and math except for the most basic tasks such as counting and letter recognition, which virtually all students have mastered.”
How to narrow this yawning gap? Start by thinking more concretely about the cognitive deficits of those Harlem ten-year-olds Fryer mentioned. Inner-city black children, research shows, begin school with only half the vocabulary of white middle-class children. Typically, they soon fall behind in trying to decode how the written English language blends the sounds made by letter combinations into words. “Difficulties in decoding unfamiliar words rapidly are at the core of most reading problems,” says Reid Lyon, former head of reading research at the National Institutes of Health.