2015/08/01 by David M. Quinn, North Cooc · 1 citation
Social Sciences · Psychology · #School Choice and Performance #Early Childhood Education and Development #Education, Achievement, and Giftedness
paper · doi:10.3102/0013189x15598539
openalex publication_date 2015/08/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/11
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 Hispanic–White gap narrows (–.85 to –.65 SD), and the Asian–White Grade 3 gap (–.31 SD) closes by Grade 8. The female–male Grade 3 gap (–.23 SD) may narrow slightly by eighth grade. Accounting for prior math and reading achievement, socioeconomic status, and classroom fixed effects, Grade 8 racial/ethnic gaps are not statistically significant. The Grade 8 science gender gap disappears after controlling for prior math achievement.