Analyzing Racial Gaps in Math Performance From Kindergarten Through Grade 8

• In Event: 34.046 - Issues of Race in Mathematics Instruction

Abstract

This study investigated the growth trajectory of children’s mathematics performance by race from kindergarten through grade 8 utilizing the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). The participants of this study consist of 7542 students who were followed from kindergarten year to eighth grade as participants in the ECLS-K class of 1998/99: White (N = 4,505); Hispanic (N = 1,335); African American (N = 1,201); Asian (N = 187); and Others (N = 314, e.g., Native Americans, Alaskan Natives, etc.). This study found that racial patterns in mathematics performance favoring white and Asian students were present in kindergarten year and continued to the 8th grade. The racial gaps in math performance became even wider as students progressed to middle school.

Authors

• Joohi Lee, The University of Texas - Arlington

• Mohan Dev Pant, The University of Texas - Arlington