earticle

영어

Predicated on race and class divisions, the achievement gap is part of a larger legacy that intertwines individual and family resources with school quality, social capital, and educational opportunity. The purpose of this study is to examine the role of ethnicity and socio-economic factors in academic performance among Hispanic and White students. Using the data collected from a part of an Early Childhood Longitudinal Study (ECLS-K) conducted on the kindergarten class of 2010 to 2011, this study investigates the interaction effect of ethnicity and family-economic status on gains in Hispanic and White students’ math scores. The result indicates that socio-economic status (SES) and ethnicity are the source of variation, which is found to influence the achievement gap between White and Hispanic students. This research model provides empirical evidence that the study of SES and ethnicity are a useful framework for understanding achievement disparities among particular ethnic groups. Considering this statistical evidence, it makes sense for educators and policymakers hoping to bridge the achievement gap to consider the full context of a student’s life, including socio-economic status.