Data for three Peabody achievement tests and for the Peabody picture vocabulary test administered to children of women in the 1979 cohort of the National Longitudinal Survey of Youth show that the black-white difference did not diminish for this sample of children born from the mid 1970s through the mid 1990s. This finding persists after entering covariates for the child's age and family background variables. It is robust across alternative samples and specifications of the model. The analysis supplements other evidence that shows no narrowing of the black-white difference in academic achievement tests since the late 1980s and is inconsistent with recent evidence that narrowing occurred in IQ standardizations during the same period. A hypothesis for reconciling this inconsistency is proposed.

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Charles Murray is the W. H. Brady Scholar at AEI.