Socioeconomic gaps in science achievement.

backgroundIn contrast to the extensive research on socioeconomic gaps in reading and math achievement, little attention has been given to socioeconomic disparities in science skills, particularly during the early years of schooling. This emphasis on later years may be problematic because large socioeconomic disparities emerge in the early years, thus it is crucial to document the size of disparities in science achievement and begin unpacking the range of factors that contribute to these disparities. Additionally, it is crucial to know which components of socioeconomic status are more strongly linked to children's science skills so that resources can be more effectively targeted to address disparities. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (

resultsResults show moderate gaps in science achievement related to both household income and parental education

conclusionFirst, this study highlights the importance of considering the contributions of multiple measures of socioeconomic status, instead of a composite. Second, it shows that socioeconomic disparities in science achievement emerge early and that programs and policies aimed at addressing these gaps may need to target children during the early elementary and preschool years. Third, our findings suggest that elementary instructional approaches that simultaneously address science instruction with reading and/or mathematics instruction will likely be especially important for improving overall science outcomes.