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Author: Nielsen, Eric R.

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1.	Nielsen, Eric R.
1.	Achievement Gap Estimates and Deviations from Cardinal Comparability Finance and Economics Discussion Series 2015-040. Washington: Board of Governors of the Federal Reserve System, May 2015. Also: http://dx.doi.org/10.17016/FEDS.2015.040 Cohort(s): NLSY79, NLSY97 Publisher: Federal Reserve Board Keyword(s): Achievement; Educational Longitudinal Study (ELS:2002); Methods/Methodology; National Education Longitudinal Survey (NELS); Test Scores/Test theory/IRT This paper assesses the sensitivity of standard empirical methods for measuring group differences in achievement to violations in the cardinal comparability of achievement test scores.
	Bibliography Citation Nielsen, Eric R. "Achievement Gap Estimates and Deviations from Cardinal Comparability." Finance and Economics Discussion Series 2015-040. Washington: Board of Governors of the Federal Reserve System, May 2015.

2.	Nielsen, Eric R.
2.	Ordinal Estimation Of Income-Achievement Gaps Working paper, Becker Friedman Institute Initiative, University of Chicago, April 2013 Cohort(s): NLSY79, NLSY97 Publisher: University of Chicago Keyword(s): Academic Development; Achievement; Armed Forces Qualifications Test (AFQT); Family Income; Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. This paper develops ordinal methods to test for changes in the relative academic performance of youth from high-income and low-income households. Applied to the NLSY79 and NLSY97 surveys, these ordinal methods show that the difference in academic achievement between youth from high and low-income households narrowed substantially between 1980 and 1997. In contrast, methods relying on the cardinal comparability of test scores suggest that the gap did not change between these two surveys. The cardinal assumption is not necessary and leads to incorrect inference in this important, real-world setting.
	Bibliography Citation Nielsen, Eric R. "Ordinal Estimation Of Income-Achievement Gaps." Working paper, Becker Friedman Institute Initiative, University of Chicago, April 2013.

3.	Nielsen, Eric R.
3.	Ordinal Estimation of Income-Achievement Gaps and Adult Outcome Inequality Ph.D. Dissertation, Department of Economics, The University of Chicago, 2014 Cohort(s): NLSY79, NLSY97 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): Academic Development; Achievement; Armed Forces Qualifications Test (AFQT); Income; Income Level; Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. This paper discusses various methods for assessing group differences in academic achievement using only the ordinal content of achievement test scores. Researchers and policymakers frequently use test-score data to draw conclusions about achievement differences between various populations. Such investigations almost always use methods that rely on the cardinal comparability of (standardized) achievement test scores. This paper shows that relying on cardinal methods can lead to conclusions about changes in inequality that are not supported by the ordinal information contained in test scores. Applied to the NLSY79 and NLSY97 surveys, commonly-employed, cardinal methods suggest that the gap in academic achievement between adolescents from high-income and low-income households did not change. In contrast, ordinal methods indicate that this gap narrowed substantially between these two cohorts. The relative improvement in reading achievement is driven both by an adverse shift in the distribution of scores among high-income students and an improvement in the distribution of scores among low-income students. Therefore, any weighting scheme that places more value on higher test scores must conclude that the reading gap between high and low-income students narrowed over time. The situation for math achievement is more complex. Nevertheless, low-income students in the middle deciles of the low-income math achievement distribution unambiguously gained relative to their high-income counterparts. These findings appear to contradict much of the literature on recent trends in parental spending on children by income class.
	Bibliography Citation Nielsen, Eric R. Ordinal Estimation of Income-Achievement Gaps and Adult Outcome Inequality. Ph.D. Dissertation, Department of Economics, The University of Chicago, 2014.

4.	Nielsen, Eric R.
4.	The Income-Achievement Gap and Adult Outcome Inequality Finance and Economics Discussion Series 2015-041. Washington: Board of Governors of the Federal Reserve System, May 2015. Also: http://www.federalreserve.gov/econresdata/feds/2015/files/2015041pap.pdf Cohort(s): NLSY79, NLSY97 Publisher: Federal Reserve Board Keyword(s): Achievement; Armed Forces Qualifications Test (AFQT); Family Income; Methods/Methodology; Test Scores/Test theory/IRT This paper discusses various methods for assessing group differences in academic achievement using only the ordinal content of achievement test scores.
	Bibliography Citation Nielsen, Eric R. "The Income-Achievement Gap and Adult Outcome Inequality." Finance and Economics Discussion Series 2015-041. Washington: Board of Governors of the Federal Reserve System, May 2015.

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