Why are the early elementary race/ethnicity test score gaps in science larger than those in reading or mathematics. National evidence on the importance of language and immigration context in explaining the gap‐in‐gaps

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dc.contributor.authorCurran, F. Chris
dc.contributor.authorKitchin, James
dc.date.accessioned2019-02-15T20:30:45Z
dc.date.available2019-02-15T20:30:45Z
dc.date.issued2018-12-31
dc.description.abstractRecent work examining science test performance in the earliest grades of school has demonstrated that science test score gaps by race/ethnicity are apparent as early as kindergarten and that, in a number of cases, the racial/ethnic test score gaps in science are significantly larger than the corresponding gaps in reading or mathematics. This study explores the factors that explain the differences in the magnitudes of racial/ethnic disparities in performance on science standardized tests as compared to those in reading/mathematics. Drawing on nationally representative data from over 10,000 kindergartners in the 2010-11 school year, this study employs regression models that examine the explanatory power of nine conceptual domains for explaining the “gap-in-gaps” or test score gap differences in science relative to mathematics or reading. Results indicate that the gap-in-gaps is relatively unchanged by the inclusion of many conceptual domains but that students’ language and immigration contexts do explain substantial portions of the gap-in-gaps for Hispanic and Asian students. Implications for policy and practice are discussed.en_US
dc.description.urihttps://onlinelibrary.wiley.com/doi/full/10.1002/sce.21491en_US
dc.format.extent50 pagesen_US
dc.genrejournal articles posprintsen_US
dc.identifierdoi:10.13016/m2bh7s-1zjq
dc.identifier.citationCurran, F. C., & Kitchin, J. (2019). Why are the early elementary race/ethnicity test score gaps in science larger than those in reading or mathematics? National evidence on the importance of language and immigration context in explaining the gap‐in‐gaps. Science Education. Online First., https://doi.org/10.1002/sce.21491en_US
dc.identifier.urihttp://hdl.handle.net/11603/12803
dc.identifier.urihttps://doi.org/10.1016/j.psychres.2019.01.029
dc.language.isoen_USen_US
dc.publisherJohn Wiley & Sonsen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC School of Public Policy Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.rightsThis is the peer reviewed version of the following article: Curran, F. C., & Kitchin, J. (2019). Why are the early elementary race/ethnicity test score gaps in science larger than those in reading or mathematics? National evidence on the importance of language and immigration context in explaining the gap‐in‐gaps. Science Education. Online First., which has been published in final form at https://doi.org/10.1002/sce.21491. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
dc.rightsAccess to this item will begin on December 31. 2019
dc.subjectequityen_US
dc.subjectachievement gapsen_US
dc.subjectdisparitiesen_US
dc.subjectkindergartenen_US
dc.subjectearly childhood longitudinal study (ECLS)en_US
dc.titleWhy are the early elementary race/ethnicity test score gaps in science larger than those in reading or mathematics. National evidence on the importance of language and immigration context in explaining the gap‐in‐gapsen_US
dc.title.alternativeWhy are the early elementary race/ethnicity test score gaps in science larger than those in reading or mathematics? National evidence on the importance of language and immigration context in explaining the gap‐in‐gapsen_US
dc.typeTexten_US

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