Replication data for: Can Tracking Raise the Test Scores of High-Ability Minority Students?

David Card & Laura Giuliano
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 regression 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...
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