Contradictory Evidence: Black Achievement Heterogeneity and the Black-White Achievement Gap

• In Event: 207 - Section on Sociology of Education Roundtable Session (one-hour).
  In Refereed Roundtable: Table 15. Elementary Education

Abstract

This working paper investigates class-based school achievement heterogeneity in the Black population within the frame of the Black-White achievement gap. Using latent growth curve analysis of K-8 math achievement data from the Early Childhood Longitudinal Study (ECLS-K), I find that Black students have significant within-race heterogeneity (variance) around their math achievement starting point at school entry and math achievement growth rate through eighth grade; however, Blacks begin school at significantly lower math achievement levels and make achievement gains at a significantly slower rate than Whites. In subsequent work I will add covariates related to social class (parents’ financial and human capital as well as school level factors) to the growth models to assess how they predict Black students’ achievement trajectories and account for intrarace heterogeneity. I will also explore other approaches for capturing and describing achievement heterogeneity within the Black population such as latent class analysis and growth mixture modeling.

Author

• Jordan Andrew Conwell, Northwestern University