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We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that explained these disparities. About 13% to 16% of White students versus 3% to 4% of Black or Hispanic students displayed advanced science or mathematics achievement during kindergarten. The antecedent factor of family socioeconomic status and the propensity factors of student science, mathematics, and reading achievement by kindergarten consistently explained whether students displayed advanced science or mathematics achievement during first, second, third, fourth, or fifth grade. These and additional factors substantially or fully explained initially observed disparities between Black or Hispanic and White students in advanced science or mathematics achievement during elementary school. Economic and educational policies designed to increase racial and ethnic representation in STEM course taking, degree completion, and workforce participation may need to begin by elementary school.

We used time-varying effect modelling of two very large samples of fourth-grade students (N[subscript reading] = 148,240, N[subscript mathematics] = 152,220) to investigate associations between adoption and over-time implementation of a de facto cap on special education service receipt and over-time likelihoods of disability identification from 2003 to 2017 for Texas students including those from historically marginalized communities. Following the cap's adoption, Texas students who are Black or English Language Learners (ELLs) were gradually less likely to have been identified as having disabilities than students in adjoining statues who are Black or ELLs in analyses adjusting for individual academic achievement, family economic disadvantage, school fixed effects, and other explanatory factors. Findings provide additional evidence of the cap's specific associations with disability identification disparities for demographic populations especially likely to have experienced violations of the Individuals with Disabilities Education Act's Child Find and free and appropriate public education requirements.