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

• In Event: Poster Session 3
  In Poster Session: Early Experiences

Abstract

We examined the age of onset, over-time dynamics, and mechanisms possibly underlying the science achievement gaps commonly experienced by at-risk elementary and middle schoolchildren in the U.S. 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 science achievement from third to eighth grade. Large science achievement gaps were subsequently 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.

Authors

• Paul L. Morgan, The Pennsylvania State University

• George Farkas, University of California - Irvine

• Marianne Hillemeier, The Pennsylvania State University

• Steven Maczuga, The Pennsylvania State University

• Michael Cook, The Pennsylvania State University

• Hui Li, The Pennsylvania State University