We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades.…

Growing evidence suggests that contrary to popular belief, schools mostly do not generate achievement gaps in cognitive skills but, rather, reflect the inequalities that already exist. In the case of socioeconomic status, exposure to school often reduces gaps. Surprisingly little is known, however, about whether this pattern extends to gender gaps…

Theory and limited research indicate that race and socioeconomic status (SES) interact dynamically to shape children's developmental contexts and academic achievement, but little scholarship examines how race and SES intersect to shape Black-White achievement gaps across development. We used data from the Early Childhood Longitudinal Study,…

Research on science achievement disparities by gender and race/ethnicity often neglects the beginning of the pipeline in the early grades. We address this limitation using nationally representative data following students from Grades 3 to 8. We find that the Black-White science test score gap (-1.07 SD in Grade 3) remains stable over these years,…

The purpose of this study was to examine the characteristics and predictive factors for children receiving special education services, and if they received special education services, factors associated with them discontinuing those services before eighth grade. In addition, a second purpose was to determine whether there are differences in the…