Trends in the Gender Gap in Reading Achievement at the Beginning of Kindergarten

• In Event: 3503 - Educational Inequality and Segregation: New Findings

Abstract

This paper analyzes gender gaps in reading achievement at kindergarten entry, comparing results from the Early Childhood Longitudinal Studies Kindergarten (ECLS-K) cohorts of 1999 and 2011. We find that the male reading disadvantage at kindergarten entry has narrowed significantly over the past decade, declining from 0.17 to 0.10 standard deviations. Advantaged boys -- those who are White or who have college-educated parents-- made the largest relative gains. We focus on shifting parental behaviors and beliefs as a possible explanation for boys’ gains. In general, we find that parents believe kindergarten readiness skills are more essential for girls than boys. Yet, the percentage of parents of boys who believe these skills are important has increased since 1999, especially among the college-educated. We determine that the returns to parents’ views on early literacy skills have increased for boys over time, and have contributed to the reduction of the reading gap at K-entry, even after controlling for preschool attendance, income, and parental education. Together, our findings suggest that gender gaps may be further reduced by emphasizing the importance of early literacy skills.

Authors

• Thomas A. DiPrete, Columbia University

• Jennifer L. Jennings, Princeton University

• Greer Mellon, Columbia University

• Joanna Chae, Columbia University