The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
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DOI：
10.3102/0002831209333184
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发表时间：
2009-09-01
影响因子：
3.6
通讯作者：
Galindo, Claudia
中科院分区：
文献类型：
--
作者：
Reardon, Sean F.;Galindo, Claudia
本文描述了西班牙裔白人小学数学和阅读成绩差距的发展模式，关注西班牙裔亚群体之间这些模式的差异。与非西班牙裔白人学生相比，西班牙裔学生进入幼儿园时的平均数学和阅读技能要低得多。在上学的前两年，差距缩小了约三分之一，但在接下来的四年里保持相对稳定。西班牙裔亚群体之间的成就差距差异很大。墨西哥和中美洲血统的学生（尤其是第一代和第二代移民）以及来自不说英语的家庭的学生在幼儿园入学时的数学和阅读技能水平最低，但在学校教育的最初几年表现出最大的成绩进步。
This article describes the developmental patterns of Hispanic-White math and reading achievement gaps in elementary school, paying attention to variation in these patterns among Hispanic subgroups. Compared to non-Hispanic White students, Hispanic students enter kindergarten with much lower average math and reading skills. The gaps narrow by roughly a third in the first 2 years of schooling but remain relatively stable for the next 4 years. The development of achievement gaps varies considerably among Hispanic subgroups. Students with Mexican and Central American origins-particularly first-and second-generation immigrants-and those from homes where English is not spoken have the lowest math and reading skill levels at kindergarten entry but show the greatest achievement gains in the early years of schooling.