The widening academic achievement gap between the rich and the poor

By Sean F. Reardon. 2011

1,663 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/3a6e8173a7e9cf2c8842c89d247aecb3971ae8d4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Sociology and Political Science

Citations in the corpus

Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories (2015, background): “…the time children enter kindergarten, significant socioeconomic and racial achievement gaps already exist (Lee & Burkham, 2002; Rouse, Brooks-Gunn, & McLanahan, 2005) and continue to persist, if not widen, during elementary school (Reardon, 2011; Reardon & Gallindo, 2009; Reardon & Robinson, 2008).”
The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis (2019, background): “Meanwhile, the strength of the relation between SES and academic achievement can also reflect education equity: A higher relation means that the academic achievement gap is greater between highSES and low-SES students (Reardon 2011).”
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content (2020, background): “It has been suggested that the most influential child-level factor accounting for school success centers on demographics—the combination of financial, educational, and cultural variables that often forecast poor performance for a large number of children (Reardon, 2011).”
High-Stakes Testing and Student Achievement: Updated Analyses with NAEP Data. (2012, background): “In addition, the reduction of the achievement gap between income groups and between racial and ethnic groups, a major goal of the high-stakes accountability movement, either did not occur or was only marginally effective in the years these policies have been in place (Reardon, 2011; Timar & Maxwell-”
Who Gets Served in Gifted Education? Demographic Representation and a Call for Action (2019, background): “What all this means is that broad inequality in the United States persists and is associated with large achievement differences (Reardon, 2011).”
The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap (2015, background): “Even more troubling, the offline reading achievement gap based on income inequality is increasing (Bailey & Dynarski, 2011 ; Reardon, 2011 , 2013 ).”
Is Kindergarten the New First Grade? (2016, background): “Relatedly, a number of scholarly and popular accounts have documented increases in parental investments in their young children’s learning as well as heightened pressure among some parents to give young children an academic “edge” (Bassok, Lee, Reardon, & Waldfogel, 2015; Bassok & Reardon, 2013; Kor”
The psychology of change: self-affirmation and social psychological intervention. (2014, background): “Although the schools were located in middle-class neighborhoods, most minority students at one site came from socioeconomically disadvantaged families (Sherman et al. 2013, study 1), an important population given the widening socioeconomic gap in achievement (Reardon 2011).”
Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, background): “Despite various reform efforts of several decades, the achievement gap between different racial and SES groups has persisted (Hemphill & Vanneman, 2011; Reardon, 2011; Vanneman, Hamilton, Baldwin Anderson, & Rahman, 2009).”
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature (2019, background): “Robinson et al. (2008) compare the effects of two different types of leadership styles on student outcomes.”