The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades

By Sean F. Reardon, C. Galindo. 2009

504 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b5e89bd0a3c9c28524f5e4d1df12629018026780

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In Education

Citations in the corpus

The Effects of Test Translation on Young English Learners’ Mathematics Performance (2010, background): “…group of students (August & Hakuta, 1997), varying not only in languages spoken but also in countries of origin, immigrant-generational status (Reardon & Galindo, 2009), length of time in the United States (Conger, 2009), level of English proficiency in various modalities (Solano-Flores &…”
The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School (2011, background): “(as in Reardon & Galindo, 2009, except they are interested in Hispanic and White students).”
Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories (2015, background): “In particular, recent scholars have estimated that results from grouped analyses of people identified as Hispanic may not always be appropriate (Reardon & Gallindo, 2009).”
Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, background): “The White–Latino achievement gap at kindergarten entry is somewhat larger, about three quarters of a standard deviation (Reardon & Galindo, 2009).”
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, background): “…based upon previous findings that suggest that children who come from low-income families and are ELLs start the prekindergarten year with lower academic scores than their more advantaged peers, but show the greatest gains after minimal exposure to academic instruction (Reardon & Galindo, 2009).”
Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “Although less attention has been devoted to other racial achievement gaps, there is increased interest in Latino and Asian achievement, as these groups constitute an increasing share of the school-age population (Galindo & Pong, 2011; Reardon & Galindo, 2009).”
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors (2016, background): “This might especially occur for language-minority children as their English language proficiency increases (Crosnoe, 2012; Reardon & Galindo, 2009).”
Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills (2015, background): “…research indicates that Hispanic children demonstrate lower levels of school readiness at kindergarten entry compared to White children (e.g., Duncan & Magnuson, 2005; Fryer & Levitt, 2004; Reardon & Galindo, 2007, 2009; Rumberger & Arellano, 2004; Zill, Collins, West, & Hausken, 1995).”
School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners (2014, result): “…betweengroup achievement gaps, the notion that race is highly related to, and often confounded by, SES is well documented in the literature among the general school-aged population (e.g., Orr, 2003; Reardon & Galindo, 2009), and the present study extends these findings to ELL populations as well.”
The relationship between teacher qualification and the quality of the early childhood education and care environment (2017, background): “Economically disadvantaged students and students of racially marginalized groups (e.g., AfricanAmerican and Hispanic) in the US, for example, are more likely to receive lower grades and scores in standardized tests than Caucasian students (Burchinal et al., 2011; Reardon & Galindo, 2009).”
English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis (2012, background): “…practice in educational research—at least with respect to the NES-to-ELL academic achievement gap literature (e.g., Fry, 2007, 2008; NCPPHE, 2005; Reardon & Galindo, 2009); (b) reflects federal policies requiring separate tracking of current and former ELLs' achievement (Lazarin, 2006); and (c)…”
Formal and Informal Mentoring (2014, methodology): “…been well established by previous research (Figlio, Hart, & Metzger, 2010; Hill, 2007; Ingersoll & Perda, 2010), and is perhaps best elucidated by Reardon and Galindo (2009), who say that “just as in medicine, where epidemiological documentation may stimulate the discovery of a cure, so too in…”
Effectiveness of Four Instructional Programs Designed to Serve English Learners (2015, background): “Although the size of these gaps may in part be confounded by socio-economic status, there are still strong associations between language status and academic performance even after controlling for socioeconomic status (Fuligni, 1997; Kieffer, 2010; Reardon & Galindo, 2009).”
Minority Achievement Gaps in STEM (2017, background): “There is, moreover, a considerable amount of research that indicates achievement gaps begin early and widen through the school years (e.g., Fryer & Levitt, 2004; Lockwood, 2007; Rathbun, West, & Germino-Hausken, 2004; Reardon & Galindo, 2009; Thompson & O’Quinn, 2001).”
Converging Trajectories (2011, background): “…are better suited to growth analyses than other scores previously available (e.g., z scores or proficiency levels), they are not necessarily on interval scale because they are sensitive to the number of items used at any given ability level, leading to criticism (e.g., Reardon & Galindo, 2009).”
Developing Academic Language in English Language Learners Through Sheltered Instruction (2012, background): “On nearly every measure of state and national assessments, ELLs lag behind their native-English-speaking peers and demonstrate significant achievement gaps (Kindler, 2002; Kober et al., 2006; National Center for Education Statistics, 2009a, 2009b; Reardon & Galindo, 2009).”