Citation

Paschall KW, Gershoff ET, Kuhfeld M. J. Youth Adolesc. 2018; 47(6): 1164-1177.

Affiliation

Population Research Center, University of Texas at Austin, 305 E. 23rd Street, Stop G1800, Austin, TX, 78712, USA.

Copyright

(Copyright © 2018, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10964-017-0800-7

PMID

29313249

Abstract

Research on achievement gaps by race/ethnicity and poverty status typically focuses on each gap separately, and recent syntheses suggest the poverty gap is growing while racial/ethnic gaps are narrowing. In this study, we used time-varying effect modeling to examine the interaction of race/ethnicity and poverty gaps in math and reading achievement from 1986-2005 for poor and non-poor White, Black, and Hispanic students in three age groups (5-6, 9-10, and 13-14). We found that across this twenty-year period, the gaps between poor White students and their poor Black and Hispanic peers grew, while the gap between non-poor Whites and Hispanics narrowed. We conclude that understanding the nature of achievement gaps requires simultaneous examination of race/ethnicity and income.

Language: en

Keywords

Academic achievement; Achievement gap; Poverty gap; Time-varying effect models