TY - JOUR
T1 - Trajectories of achievement within race/ethnicity
T2 - "Catching up" in achievement across time
AU - Davis-Kean, Pamela E.
AU - Jager, Justin
N1 - Funding Information:
This research was supported by a grant from the American Educational Research Association (AERA) which receives funds for its AERA Grants Program from the National Science Foundation and the National Center for Educational Statistics of the Institute for Educational Sciences (U.S. Department of Education) under NSF Grant #REC-0634035. Opinions reflect those of the authors and do not necessarily reflect those of granting agencies.
PY - 2014/5/4
Y1 - 2014/5/4
N2 - The achievement gap has long been the focus of educational research, policy, and intervention. The authors took a new approach to examining the achievement gap by examining achievement trajectories within each racial group. To identify these trajectories they used the Early Childhood Longitudinal Study-Kindergarten Cohort, which is a nationally representative sample of students in kindergarten through Grade 5. In the analyses, the authors found heterogeneity within each racial group in mathematics and reading achievement, suggesting that there are in fact achievement gaps within each race/ethnicity group. The authors also found that there are groups that catch up to the highest achieving groups by Grade 5, suggesting a positive impact of schooling on particular subgroups of children. The authors discuss the various trajectories that have been found in each racial group and the implications this has for future research on the achievement gap.
AB - The achievement gap has long been the focus of educational research, policy, and intervention. The authors took a new approach to examining the achievement gap by examining achievement trajectories within each racial group. To identify these trajectories they used the Early Childhood Longitudinal Study-Kindergarten Cohort, which is a nationally representative sample of students in kindergarten through Grade 5. In the analyses, the authors found heterogeneity within each racial group in mathematics and reading achievement, suggesting that there are in fact achievement gaps within each race/ethnicity group. The authors also found that there are groups that catch up to the highest achieving groups by Grade 5, suggesting a positive impact of schooling on particular subgroups of children. The authors discuss the various trajectories that have been found in each racial group and the implications this has for future research on the achievement gap.
KW - achievement gap
KW - longitudinal
KW - race/ethnicity
KW - trajectories
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U2 - 10.1080/00220671.2013.807493
DO - 10.1080/00220671.2013.807493
M3 - Article
AN - SCOPUS:84897113206
SN - 0022-0671
VL - 107
SP - 197
EP - 208
JO - Journal of Educational Research
JF - Journal of Educational Research
IS - 3
ER -