Inequalities in test scores between Indigenous and non-Indigenous youth in Canada |
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| Institution: | 1. Department of Economics, 94 University Avenue, Dunning Hall Room 347, Queen’s University, Kingston, K7L 3N6, Canada;2. Department of Economics, Business and Economics Building Room 392, University of Victoria, Victoria, V9A 5C2, Canada;1. American Institutes for Research/CALDER, 3876 Bridge Way N, Suite 201, Seattle, WA 98103, United States;2. Center for Education Data and Research, University of Washington, 3876 Bridge Way N, Suite 201, Seattle, WA 98103, United States;3. Faculty of Education, Charles University, Magdalény Rettigové 4, Prague 116 39, Czech Republic;4. Department of Statistical Modelling, Institute of Computer Science of the Czech Academy of Sciences, Pod Vodárenskou vě?í 2, Prague 182 07, Czech Republic;1. Wake Forest University, Department of Economics, Box 7505, Winston Salem, NC 27109;2. Purdue University, School of Engineering Education, 701 West Stadium Avenue, West Lafayette, IN 47907;1. Department of Economics, University of Florida, USA;2. Department of Economics, Robert F. Lanzillotti Public Policy Research Center and affiliate faculty, Education Policy Research Center, University of Florida, USA |
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| Abstract: | This paper documents a robust achievement gap between the math scores of Indigenous and white youth in Canada between 1996 and 2008. Using data from the restricted-access National Longitudinal Survey of Children and Youth we show that after controlling for a rich set of observables, students who self-identify as Indigenous perform 0.31 standard deviations lower on a standardized math test compared to their white counterparts. We find that this test gap emerges by the age of 12, and it did not decline between 1996 and 2008, despite the recommendations of the 1996 Royal Commission on Aboriginal Peoples to ameliorate the public education system for Indigenous students. Counterfactual estimates from the decomposition method of Lemieux (2002) suggest that the test gap among the lowest performing students would have been eliminated if Indigenous students faced the same level of and returns to observable characteristics as white students. This exercise does not result in a narrowing of the test gap in the upper tail, suggesting that unobservables, rather than observables, are driving the majority of the test gap among high achieving students. |
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