Students who display advanced math skills early are more likely to later obtain doctoral degrees in science, technology, engineering and math fields – collectively called STEM – and to become scientists or inventors.
Racial and ethnic disparities in advanced math and science skills occur far earlier in the U.S. than previously known. Our new study finds thatdisplay advanced math skills by kindergarten. The contrasting percentage for both Black and Hispanic students is 4%.
These disparities then continue to occur throughout elementary school. By fifth grade, 13% of white students and 22% of Asian students display advanced math skills. About 2% of Black students and 3% of Hispanic students do so. Similar disparities occur in advanced science skills. What explains these disparities? Factors that consistently explain these disparities include the family’s socioeconomic status – such as parental education and household income – and the student’s own understanding of math, science and reading during kindergarten.
We observed these findings in analyses of a nationally representative sample of about 11,000 U.S. elementary school students. The students were followed from the start of kindergarten until the end of fifth grade.Racial and ethnic disparities in advanced math and science skills are constraining the country’s
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