Can Schools Reduce the Indigenous Test Score Gap? Evidence from Chile
研究了智利1990年代末两届八年级学生中，原住民与非原住民考试成绩差距缩小0.1-0.2个标准差的现象，发现大规模学校改革是最可能的解释，排除了社会经济地位改善和学校选择等因素。
Abstract In Chile, indigenous students obtain lower test scores, on average, than non-indigenous students. Between two cohorts of eighth-graders in the late 1990s, the test score gap declined by 0.1 to 0.2 standard deviations. An Oaxaca decomposition and related descriptive evidence suggest that the most plausible explanation is related to Chile's large-scale school reforms that were targeted at low-achieving schools and students. The paper evaluates and rules out alternate explanations such as relative improvements in indigenous socioeconomic status, and sorting of indigenous students between schools. The results highlight a potential lever for reducing earnings gaps between indigenous and nonindigenous adults.