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Black–white test score gaps form in early childhood and widen over elementary school. Sociologists have debated the roles that socioeconomic status (SES) and school quality play in explaining these patterns. In this study, I replicate and extend past research using new nationally representative data from the Early Childhood Longitudinal Study–Kindergarten Class of 2010–2011. I find black–white test score gaps at kindergarten entry in 2010 in reading ( SD = .32), math ( SD = .54), and working memory ( SD = .52 among children with valid scores). Math and reading gaps widened by approximately .06 standard deviations over kindergarten, but the working memory gap was constant. Multivariate regressions show that student SES explained the reading gap at school entry, but gap decompositions suggest that school quality differences were responsible for the widening of the reading gap over kindergarten. SES explained much of the math gap at school entry, but the widening of the math gap could not be explained by SES, school quality, or other hypotheses.

This study focuses on the varying effectiveness of three mediation styles—facilitation, formulation, and manipulation—on international crises. Effectiveness is assessed in terms of three outcome variables: formal agreement, post-crisis tension reduction, and contribution to crisis abatement. The authors analyze new data on the mediation process from the International Crisis Behavior project (1918-2001). Manipulation has the strongest effect on the likelihood of both reaching a formal agreement and contributing to crisis abatement. Facilitation has the greatest influence on increasing the prospects for lasting tension reduction. The authors explore how the different styles affect the strategic bargaining environment to explain these differences in impact. The findings suggest that mediators should use a balance of styles if they are to maximize their overall effectiveness.

Abstract
How do international crises unfold? We conceptualize international relations as a strategic chess game between adversaries and develop a systematic way to measure pieces, moves, and gambits accurately and consistently over a hundred years of history. We introduce a new ontology and dataset of international events called ICBe based on a very high-quality corpus of narratives from the International Crisis Behavior (ICB) Project. We demonstrate that ICBe has higher coverage, recall, and precision than existing state of the art datasets and conduct two detailed case studies of the Cuban Missile Crisis (1962) and the Crimea-Donbas Crisis (2014). We further introduce two new event visualizations (event iconography and crisis maps), an automated benchmark for measuring event recall using natural language processing (synthetic narratives), and an ontology reconstruction task for objectively measuring event precision. We make the data, supplementary appendix, replication material, and visualizations of every historical episode available at a companion website crisisevents.org.