Young white students progress more slowly in math and reading than Asian, black, and Hispanic students, with differences attenuating at older ages¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among young students, white students' decadal gains (m: 0.28sd, rd: 0.09sd) are smaller than those of Asian (m: 0.46sd, rd: 0.28sd), black (m: 0.36sd, rd: 0.19sd), and Hispanic (m: 0.29sd, rd: 0.13sd) students. → M. Danish Shakeel · Paul E. Peterson 2022

Evidence¶

M. Danish Shakeel · Paul E. Peterson 2022¶

M. Danish Shakeel · Paul E. Peterson. (2022). A Half Century of Progress in US Student Achievement: Agency and Flynn Effects, Ethnic and SES Differences. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09657-y

q3 · i? · associational · r2

The article reports subgroup medians of change per decade by ethnicity (Tables 2 and 3), stating "Young white students progress more slowly" than the three other groups; except for Asians, these differences attenuate when students are tested at an older age.

"Young white students progress more slowly (m: 0.28sd, rd: 0.09sd) than Asian (m: 46sd rd: 0.28sd), black (m: 0.36sd, rd: 0.19sd), and Hispanic (m: 0.29sd, rd: 0.13sd) students."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Bottom-quartile SES students show greater progress than top-quartile students when young, but the pattern reverses at older ages — related
• Achievement progress is steeper for students tested at younger ages, especially in math — related
• Asian and white CPS students score consistently higher than Latino and African-American students in reading and math, and Asian students score significantly higher in math than white students — related
• Achievement declines from 2019 to 2022 were smaller for Asian American and White first and second graders than for Hispanic, Black, and AIAN students — related
• Ever-ELs closed in on the national average by end of 4th grade, with Asian and White ever-ELs surpassing it in 2nd grade — related
• Controlling for school poverty greatly reduces but does not eliminate racial/ethnic gaps at kindergarten entry — related
• Black, Hispanic, and poverty-affected charter students grow faster than traditional public school peers but gains remain below those of white peers — related
• Students of ethnicity other than White grew more slowly in reading and math than White students, with no ethnic differences in initial achievement — reports the opposite