The DOI matches its Crossref record; 83 of the 83 references it cites were found in a registry or an index.
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
Abstract
We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children’s own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children’s science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grade. Most or all of the observed science achievement gaps were explained by the study’s many predictors. Efforts to address science achievement gaps in the United States likely require intensified early intervention efforts, particularly those delivered before the primary grades. If unaddressed, science achievement gaps emerge by kindergarten and continue until at least the end of eighth grade.
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Cited by
Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019) · Annual Review of Psychology · doi:10.1146/annurev-psych-010418-102846 · Cited by 245
Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021) · Education Sciences · doi:10.3390/educsci11050204 · Cited by 155
Connor, C. M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E. L., Coffinger, S., Zargar, E., Wood, T., & Petscher, Y. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000128 · Cited by 63
Middle school engagement profiles: Implications for motivation and achievement in science
Bae, C. L., & DeBusk-Lane, M. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.101753 · Cited by 59
Kaur, T., McLoughlin, E., & Grimes, P. (2022) · International Journal of STEM Education · doi:10.1186/s40594-022-00328-0 · Cited by 48
Metadata
- Authors
- Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S.
- Venue
- Educational Researcher
- Published
- 2016-01
- Volume
- 45
- Issue
- 1
- Pages
- 18-35
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2292458575
- Cited by
- 508
- References
- 83
- FWCI
- 182.84
- Type
- journal article
- Language
- en
- Open access
- closed
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- Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors. Educational Researcher. https://doi.org/10.3102/0013189x16633182
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
