SUMMER SETBACK - RACE, POVERTY, SCHOOL COMPOSITION, AND MATHEMATICS ACHIEVEMENT IN THE 1ST 2 YEARS OF SCHOOL
SUMMER SETBACK - RACE, POVERTY, SCHOOL COMPOSITION, AND MATHEMATICS ACHIEVEMENT IN THE 1ST 2 YEARS OF SCHOOL
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DOI：
10.2307/2096145
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发表时间：
1992-02-01
影响因子：
9.1
通讯作者：
ALEXANDER, KL
中科院分区：
文献类型：
--
作者：
ENTWISLE, DR;ALEXANDER, KL
在一项对巴尔的摩一年级开始的儿童随机抽样的纵向研究中，非裔美国人和白人的数学成绩水平几乎相同。两年后，非裔美国学生落后了大约半个标准差。我们使用暑假期间数学考试成绩的变化来估计“家庭”的影响，我们调查了可能解释非洲裔美国人数学成绩较低的三个主要假设。数学成绩差异的最重要来源是家庭经济地位的差异，其次是学校隔离。当经济地位受到控制时，双亲（父亲在场）与单亲（父亲缺席）家庭结构的影响可能可以忽略不计。两个种族的贫困儿童在夏季的成绩都有所下降，但在冬季开学时，他们的成绩与富裕儿童一样好，甚至更好。我们讨论了这些发现的理论和政策含义。
In a longitudinal study of a random sample of Baltimore youngsters starting first grade, the mathematics achievement level of African-Americans and whites was almost identical. Two years later, African-American students had fallen behind by about half a standard deviation. We use mathematics test score changes over the summer when school is closed to estimate "home" influences, and we investigate three major hypotheses that might account for lower mathematics achievement among African-Americans. The most important source of variation in mathematics achievement is differences in family economic status, followed by school segregation. Two-parent (father-present) vs. one-parent (father-absent) family configurations are probably negligible as a cause when economic status is controlled. Poor children of both races consistently lose ground in the summer but do as well or better than better-off children in winter when school is in session. We discuss the theoretical and policy implications of these findings.