The Asian-White Achievement Gap:Evidence for Kindergarten and First Grade.

This study analyzes math and reading score gaps of Asian and White children from the beginning of kindergarten throughout the end of first grade. It addresses three questions: 1) what are the magnitudes of Asian-White gaps at kindergarten entry and in their learning rates during kindergarten, summer, and first grade? 2) how do learning growth patterns differ between the two groups?, and 3) to what extent do family background characteristics explain the between-group and within-group differences in Asian-White gap at kindergarten entry and the learning growth gap? The results suggest that the Asian-White test score gap exists at kindergarten entry and is larger in reading than math. These initial differences explain differences in math scores through kindergarten and the K-1 summer, but the reading gap widens during the same periods. There are no significant differences between Asian and White students in first-grade math or reading achievement, after controlling for prior scores, although interaction effects suggest that the learning rates of Asian high achievers are particularly slower than their White counterparts. Although family SES factors do not explain the Asian advantages, they have differential effects on reading and math achievement between the two groups. [ABSTRACT FROM AUTHOR]