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Title: *Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School
We analyzed a population-based cohort ( N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90 th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that explained these disparities. About 13% to 16% of White students versus 3% to 4% of Black or Hispanic students displayed advanced science or mathematics achievement during kindergarten. The antecedent factor of family socioeconomic status and the propensity factors of student science, mathematics, and reading achievement by kindergarten consistently explained whether students displayed advanced science or mathematics achievement during first, second, third, fourth, or fifth grade. These and additional factors substantially or fully explained initially observed disparities between Black or Hispanic and White students in advanced science or mathematics achievement during elementary school. Economic and educational policies designed to increase racial and ethnic representation in STEM course taking, degree completion, and workforce participation may need to begin by elementary school.  more » « less
Award ID(s):
1761012
PAR ID:
10410106
Author(s) / Creator(s):
; ; ; ; ;
Date Published:
Journal Name:
Gifted Child Quarterly
Volume:
67
Issue:
2
ISSN:
0016-9862
Page Range / eLocation ID:
151 to 172
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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