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ERIC Number: EJ1436714
Record Type: Journal
Publication Date: 2024-Jul
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1522-7227
EISSN: EISSN-1522-7219
Understanding the Relation between Socioeconomic Status and Elementary Science Achievement: A Quantile Regression Approach
Zachary T. Barnes; Ashley A. Edwards; Susanne Strachota; Yi Feng; Jessica Logan
Infant and Child Development, v33 n4 e2502 2024
A student's socioeconomic status (SES) has a significant relation to their academic achievement. Much of this work has explored this in math and reading, but less is known about how SES relates to science achievement, particularly in the early grades. Using quantile regression with nationally representative data, we explored this relation in 12,676 kindergarten students (51.2% boys, 52.2% White, 21.8% Hispanic, 12.7% Black and 6.6% Asian) and 10,339 fifth-grade students (51.3% boys, 49.4 White, 27.2% Hispanic, 9.4% Black and 8.2% Asian). We found less variability in science achievement scores for those high on SES than those low on SES. The scores of the high SES students cluster together on the high end of science achievement, whilst those from low SES score across the distribution. These findings highlight the need to explore what can mitigate the relation between SES and science achievement and where resources to support science achievement are most needed.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Kindergarten; Primary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A