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ERIC Number: EJ883308
Record Type: Journal
Publication Date: 2009
Pages: 39
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0002-8312
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
Reardon, Sean F.; Galindo, Claudia
American Educational Research Journal, v46 n3 p853-891 2009
This article describes the developmental patterns of Hispanic-White math and reading achievement gaps in elementary school, paying attention to variation in these patterns among Hispanic subgroups. Compared to non-Hispanic White students, Hispanic students enter kindergarten with much lower average math and reading skills. The gaps narrow by roughly a third in the first 2 years of schooling but remain relatively stable for the next 4 years. The development of achievement gaps varies considerably among Hispanic subgroups. Students with Mexican and Central American origins--particularly first- and second-generation immigrants--and those from homes where English is not spoken have the lowest math and reading skill levels at kindergarten entry but show the greatest achievement gains in the early years of schooling. (Contains 5 tables, 10 figures and 20 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey; National Assessment of Educational Progress