Race/Ethnicity and Academic Proficiency: Expanding Our Understanding of Academic Gaps in the Early School Years

• In Event: Moscone Center West Roundtable Session 6
  In Roundtable Session: Family Background, Choice, and Segregation

Abstract

Using ECLS-K 2010-11 longitudinal data, we investigate whether being proficient at Kindergarten entry serve as a protective factor against persistent racial/ethnic achievement gaps observed during elementary grades. After estimating a quadratic model to assess racial/ethnic gaps from Kindergarten through 4th grade among proficient students, we found that these gaps–although smaller, remained statistically significant. The rate of increase in math scores was between 0.19 and 0.07 points higher for White proficient students than for their Black and Latinx counterparts, respectively. We then examine the extent to which school segregation —one key mechanism of influence, help further understand the persistence of these gaps. Overall, results raise concerns about how equitable are the educational opportunities that schools are providing to minoritized students.

Authors

• Francisco Lagos, University of Maryland - College Park

• Claudia Lucia Galindo, University of Maryland - College Park

• Susan Sonnenschein, University of Maryland - Baltimore County