Standardized test scores vary most among public school district in states with high levels of both White-Black and economic segregation

This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation.

Using estimates based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8 from every U.S. public school district during the 2008–09 to 2014–15 school years, the authors estimate intraclass correlations (ICCs) as a measure of between-district variatio; characterize the variation in the ICCs across states as well as the patterns in the ICCs over subjects, grades, and cohorts  and investigate the relationship between the ICCs and measures of racial and socioeconomic segregation.

They find that between-district variation is greatest, on average, in states with high levels of both White-Black and economic segregation.