Achievement inequality across K--12 schooling
University of Michigan, 2006 - 106 pages
In the second essay, I use a multi-level approach to assess factors shaping achievement growth in early schooling. Data from the Early Childhood Longitudinal Study of Kindergartners was used to investigate how socioeconomic status impacts students' cognitive growth from kindergarten to first grade, and the extent to which this growth is moderated by teacher characteristics. Hierarchical linear modeling was performed on 9,400 White and Black students distributed among 1818 teachers. In models tested in this report, students at or above mean socioeconomic status displayed higher achievement at the start of kindergarten, and experienced larger growth between kindergarten and first grade. Findings reported in this study provide new insights into the role of teachers in moderating socioeconomic disparities in achievement from kindergarten to first grade.
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