Can Test Preparation Help to Reduce the Black—White Test Performance Gap?

Abstract

Using a field sample, the authors examined the extent to which race is related to test preparation and whether test preparation is related to test performance. They found that African Americans reported more self-initiated test preparation than Caucasians did and that tutorial attendance and self-initiated test preparation were related to test performance. Moreover, the authors found that only self-initiated test preparation mediated the race—performance relationship. Last, the hypothesis that the Matthew Effect (defined as the amplification of any initial advantage that leads to cumulative effects) would hold in an employment setting was not supported. The implications of test preparation are discussed.