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Educational Researcher
February 23, 2016
Paul L. Morgan, Pennsylvania State University
George Farkas, University of California, Irvine
Marianne M. Hillemeier, Pennsylvania State University
Steve Maczuga, Pennsylvania State University
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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