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A few years ago, I ran a study with a colleague, Daniel Newark, of how Americans think about test score gaps in education. It featured a survey experiment with a nationally representative sample of adults. The study design let us test for differences in how Americans see Black-white, Hispanic-white, and wealthy-poor gaps. The study’s main finding was that Americans are far more concerned about, and willing to address, wealth-based gaps than race- and ethnicity-based gaps.