Paul L. Morgan|George Farkas|Marianne M. Hillemeier|Steve Maczuga
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
Pennsylvania State University|University of California, Irvine|Pennsylvania State University|Pennsylvania State University
examined age onset overtime dynamics mechanisms underlying science achievement gaps us elementary middle schools estimated multilevel growth models included predictors childrens general knowledge reading mathematics achievement behavioral selfregulation sociodemographics child familylevel characteristics eg parenting quality schoollevel characteristics eg racial ethnic economic composition school academic climate analyses longitudinal sample 7757 children indicated large gaps general knowledge already evident kindergarten entry kindergarten general knowledge strongest predictor firstgrade general knowledge turn strongest predictor childrens science achievement third eighth grade large science achievement gaps evident science achievement measures first became available third grade gaps persisted least end eighth grade observed science achievement gaps explained studys many predictors efforts address science achievement gaps united states likely require intensified early intervention efforts particularly delivered primary grades unaddressed science achievement gaps emerge kindergarten continue least end eighth grade