Can Tracking Raise the Test Scores of High-Ability Minority Students?
研究了一个大城市学区为四年级高能力学生设立“天才/高成就者”班级的项目，发现该项目显著提高了黑人和西班牙裔高成就学生的阅读和数学成绩，且效果持续到六年级。
We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate “gifted/high achiever” classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (i) a rank-based regres sion discontinuity design, and (ii) a between-school/cohort analysis. We find significant effects that are concentrated among black and Hispanic participants. Minorities gain 0.5 standard deviation units in fourth-grade reading and math scores, with persistent gains through sixth grade. We find no evidence of negative or positive spillovers on nonparticipants.