Students of ethnicity other than White grew more slowly in reading and math than White students, with no ethnic differences in initial achievement¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Non-White ethnicity was associated with slower growth in reading (coefficients −.07 to −.13) and math (−.06 to −.17), but did not predict intercepts. → Scammacca Nancy 2020 q2 i? Low-SES and non-White students were disproportionately represented in the lowest reading quartile at Time 1 in every grade, but no disproportionality was found for math. → Scammacca Nancy 2020 (2)

Evidence¶

Scammacca Nancy 2020¶

Scammacca Nancy, Fall Anna-Mária, Capin Philip, Roberts Greg, Swanson Elizabeth (2020). Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1–5: A Cohort-Sequential Longitudinal Approach. Journal of Educational Psychology. https://doi.org/10.1037/edu0000400

q3 · i? · associational · r2

Conditional LGC models with ethnicity coded 0 = White. Growth effect-size contrasts by ethnicity were largest in Grade 1 (0.28 SD in reading, 0.10 SD in math) and 0.12 SD or smaller in later grades.

"Being of an ethnicity other than White was associated with slower growth in reading, with standardized coefficients ranging from −.07 to −.13, and math, with coefficients ranging from −.06 to −.17. Ethnicity was not a significant predictor of math or reading intercept, indicating that students of all ethnicities had similar levels of initial achievement."

Scammacca Nancy 2020 (2)¶

Scammacca Nancy, Fall Anna-Mária, Capin Philip, Roberts Greg, Swanson Elizabeth (2020). Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1–5: A Cohort-Sequential Longitudinal Approach. Journal of Educational Psychology. https://doi.org/10.1037/edu0000400

q3 · i? · associational · r2

Chi-squared tests comparing demographic composition of the lowest Time 1 quartile; the null math result establishes no detected disproportionality, not equivalence. Reported in Table S7 of the online supplement.

"Results of chi-squared tests indicated statistically significant disproportionality of membership in the lowest quartile for reading by students of low SES and non-White ethnicity in each grade. However, no statistically significant differences in proportionality of membership in the lowest quartile for math was found based on SES or ethnicity for any grade."

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Young white students progress more slowly in math and reading than Asian, black, and Hispanic students, with differences attenuating at older ages — reports the opposite
• African American children show lower prekindergarten math but faster math growth, and higher prekindergarten letter–word knowledge with slower growth after covariate adjustment — related
• Controlling for school poverty greatly reduces but does not eliminate racial/ethnic gaps at kindergarten entry — 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