Exactly When and How Do the Disparities in Education for Black Children Manifest Themselves?

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-1 - Competing Narratives Around the Lives of Black and Latinx Students in U.S. Schools

Abstract

The gap in opportunity and outcomes for Black students compared to their White peers is well documented. This quantitative study analyzed the data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011 and determined that a small gap in reading and mathematics scores is evident at kindergarten entry and increases by end of first grade. Data indicates that teachers’ feelings of closeness and conflict to students follow a similar pattern. The percent of minority enrollment in a school only accounted for a minimal amount of variation in test scores for each wave of the study. Critical Race Theory was applied to interpret the findings and analyze the factors that contributed to the change over a two year schooling period.

Authors

• Elizabeth Pokey Fair, Notre Dame of Maryland University

• Joan Sattler, Notre Dame of Maryland University

• Mark J. Fenster, Notre Dame of Maryland University

• Stephanie L Savick, Notre Dame of Maryland University