New study examines role of socioeconomic factors in racial achievement gaps
A recent study from the Thomas B. Fordham Institute suggests that socio-economic factors like household income and parents’ education play a role in perpetuating schools’ racial achievement gaps.
According to the study, conducted by University of Albany researchers Paul Morgan and Eric Hengyu Hu, socioeconomic status (SES) may explain differences in reading, mathematics, and science achievement among racial and ethnic groups of U.S. elementary students. The study looked at several measurements of family background, including parents’ education, family finances, parental involvement, household structure, and “household opportunity factors” such as the availability of extracurricular and literacy activities, among other indicators.
The report found that racial achievement gaps decrease significantly when controlling for the SES factors, adding that SES explains more of the Hispanic-White gap than the Black-White gap. It noted that of the SES factors analyzed, household income best explains the Black-White academic achievement gap, while mothers’ education best explains the Hispanic-White gap. In addition, the Black-White achievement gap grows as students age through elementary school, while the Hispanic-White gap tends to shrink.
“SES also helps explain racial and ethnic excellence gaps (differences in the proportions of student groups within the highest achievement levels). The SES factors explain a larger share of Hispanic-White excellence gaps than Black-White excellence gaps across the board,” Victoria McDougald, the institute’s chief of staff, said in an email about the report’s findings.
The report said that the socioeconomic factors analyzed by researchers can help explain “more than half of racial and ethnic achievement gaps." However, the report also noted that certain SES factors can be less predictive over time, adding that those factors "were found to be a less explanatory factor" for racial gaps than ethnic gaps.
While significant racial and ethnic achievement gaps have long existed between students in the US, the report noted the need for education policymakers to gain a better understanding of why these gaps exist in order to address them moving forward.
The report recommended support for programs to help parents earn their high school diplomas or higher education credentials, since parental education “strongly correlates with children’s academic success.” It said this support could come in the form of increased funding for adult education classes, online learning platforms and community college courses.
The report also noted that policymakers should place more focus on early childhood education, due to the fact that “achievement gaps are already evident by elementary school” and as early as kindergarten. In addition, the report said, economic support and financial aid for low-income families could help to reduce achievement gaps by giving families access to resources to support their children’s education.
To read the full report, visit fordhaminstitute.org.
