Early Elementary School, Longitudinal Growth, Racism, and Critical Race Theory: An Analysis of Early Childhood Longitudinal Program–Kindergarten Data

• In Event: Sheraton Roundtable Session 20
  In Roundtable Session: Critical Race Theory in Educational Contexts: Implications for Analysis

Abstract

The gap in opportunity and outcomes for African American students compared to their White, non-Hispanic peers is well documented. This quantitative study analyzed data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011 and determined that the small gap in reading and mathematics scores that was evident at kindergarten entry increased by end of third grade. Poverty, school segregation, and teacher race only accounted for a minimal amount of variation in test scores for each wave of the study. Critical Race Theory was applied as a framework to analyze the factors that contributed to the change over a four year schooling period.

Authors

• Elizabeth L 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