Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Autor/inn/en	Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve
Titel	Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
Quelle	45 (2016) 1, S.18-35 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.3102/0013189X16633182
Schlagwörter	Science Instruction; Science Achievement; Achievement Gap; Regression (Statistics); Science Education; Data Analysis; Socioeconomic Status; Grade 3; Grade 5; Grade 8; Middle School Students; Elementary School Science; Elementary School Students; Kindergarten; Grade 1; Academic Achievement; Longitudinal Studies; Surveys; Children; Predictor Variables; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Regression; Regressionsanalyse; Naturwissenschaftliche Bildung; Auswertung; Socio-economic status; Sozioökonomischer Status; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 01; 1. Schuljahr; Schuljahr 01; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Child; Kind; Kinder; Prädiktor
Abstract	We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children's own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children's science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grade. Most or all of the observed science achievement gaps were explained by the study's many predictors. Efforts to address science achievement gaps in the United States likely require intensified early intervention efforts, particularly those delivered before the primary grades. If unaddressed, science achievement gaps emerge by kindergarten and continue until at least the end of eighth grade. [This article was published in "Educational Researcher" (EJ1091880).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01