Income-Based Disparities in Early Elementary School Science Achievement

Autor/in	Curran, F. Chris
Titel	Income-Based Disparities in Early Elementary School Science Achievement
Quelle	In: Elementary School Journal, 118 (2017) 2, S.207-231 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Family Income; Science Achievement; Kindergarten; Grade 1; Racial Differences; Ethnicity; Recreational Activities; Parent Background; Educational Attainment; Achievement Gap; Socioeconomic Influences; Longitudinal Studies; Children; Surveys; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Familieneinkommen; School year 01; 1. Schuljahr; Schuljahr 01; Rassenunterschied; Ethnizität; Freizeitgestaltung; Elternhaus; Bildungsabschluss; Bildungsgut; Sozioökonomischer Faktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Survey; Umfrage; Befragung
Abstract	This study documents gaps in kindergarten and first-grade science achievement by family income and explores the degree to which such gaps can be accounted for by student race/ethnicity, out-of-school activities, parental education, and school fixed effects. In doing so, it expands on prior research that documents disparate rates of science achievement by income in upper elementary and high school. The study uses nationally representative data from the Early Childhood Longitudinal Study of 2011. Findings suggest a science achievement gap of approximately 1 standard deviation between students from families near the 90th percentile of income and those from families near the 10th percentile of income. Race/ethnicity, out-of-school activities, parental education, and school fixed effects explain approximately one third of this gap each. The results suggest the need to focus on both in-school and out-of-school factors as part of a concerted effort to improve equity in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01