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The black-white test score gap and early home environment
Wei-Jun Jean Yeung1, Kathryn M Pfeiffer
1New York University, Department of Sociology, Rm. 4111, 295 Lafayette St., 4th Floor, Puck Building, New York, NY 10012, USA. jean.yeung@nyu.edu
Social Science Research
|October 15, 2009
Summary
Early home environments significantly impact the black-white achievement gap. Gaps present before school widen over time, highlighting cumulative disadvantage for Black children.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Sociology of Education
Background:
- Persistent black-white achievement gaps exist from early childhood.
- The influence of early home environment on these gaps requires further investigation.
Purpose of the Study:
- To examine the contribution of early home environment to black-white achievement gaps.
- To determine the extent to which early gaps predict later achievement disparities.
Main Methods:
- Analysis of longitudinal panel data from the Panel Study of Income Dynamics.
- Inclusion of three age cohorts of children for developmental stage analysis.
Main Results:
- Significant black-white test score differences observed before formal schooling.
- Achievement gaps widened over six years for most cohorts.
- Early cognitive skill gaps strongly predict later achievement gaps, indicating cumulative disadvantage.
Conclusions:
- Early home environment plays a critical role in shaping achievement gaps.
- Intergenerational factors contribute to the persistence of racial achievement disparities.
- Addressing early disparities is crucial to mitigate long-term educational inequalities.
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