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Examining the Black–White Achievement Gap Among Low‐Income Children Using the NICHD Study of Early Child Care and Youth Development
Author(s) -
Burchinal Margaret,
McCartney Kathleen,
Steinberg Laurence,
Crosnoe Robert,
Friedman Sarah L.,
McLoyd Vonnie,
Pianta Robert
Publication year - 2011
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2011.01620.x
Subject(s) - psychology , developmental psychology , toddler , white (mutation) , racial differences , academic achievement , intervention (counseling) , family income , low income , race (biology) , child development , ethnic group , biochemistry , chemistry , socioeconomics , biology , gene , anthropology , economics , economic growth , botany , sociology , psychiatry
The Black–White achievement gap in children’s reading and mathematics school performance from 4½ years of age through fifth grade was examined in a sample of 314 lower income American youth followed from birth. Differences in family, child care, and schooling experiences largely explained Black–White differences in achievement, and instructional quality was a stronger predictor for Black than White children. In addition, the achievement gap was detected as young as 3 years of age. Taken together, the findings suggest that reducing the Black–White achievement gap may require early intervention to reduce race gaps in home and school experiences during the infant and toddler years as well as during the preschool and school years.