Black–White Achievement Gap and Family Wealth

Abstract

This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a stronger association with school-aged children's math than on their reading scores. Liquid assets, particularly holdings in stocks or mutual funds, were positively associated with school-aged children's test scores. Family wealth was associated with a higher quality home environment, better parenting behavior, and children's private school attendance.

Mobility Regimes and Parental Wealth: The United States, Germany, and Sweden in Comparison

“…Researchers from a variety of disciplines have documented a strong association between parental wealth and children's educational achievement and attainment (Axinn et al 1997;Conley 2001;Morgan and Kim 2006;Haveman and Wilson 2007;Williams Shanks 2007;Belley and Lochner 2007). Particular attention has also been directed to the role of wealth in explaining racial gaps in children's attainment and early life outcomes (Oliver and Shapiro 1997;Conley 1999;Orr 2003;Yeung and Conley 2008). Fewer empirical contributions have studied and detected associations between the wealth position of families and the labor market outcomes of young adults, such as earnings (Morillas 2007) and their likelihood of self-employment (Fairlie and Robb 2008;Fairlie and Krashinsky 2009).…”

Wealth as Security: Growth Curve Analyses of Household Income and Net Worth During a Recession

“…Faced with rising economic inequality over the last several decades, there is growing concern over economic mobility in the U.S. (Fletcher 2008). While in many cases the concern over wealth inequality focuses on children or future generations (Conley 2001;Duncan and Murnane 2011;Ermisch et al 2012;Yeung and Conley 2008), wealth and income inequality have important consequences for an individual's opportunity and experiences as well as those of his or her children. For example, as Spilerman (2000) points out, social policy prevents low income households from reaping the benefits of asset-building programs available to the middle class (e.g., the mortgage deduction).…”

Home resources as a measure of socio-economic status in Ghana

“…High-SES background is positively associated with educational outcomes in addition, subtraction, ordinal sequencing, and numeracy, as well as mathematics word problems (Coley 2002;Siegler 2009), cognitive development (Paxson and Schady 2007;Yeung and Conley 2008), language development (Fernald et al 2013;Hoff 2003), educational choices (Parker et al 2012), achievement (Bofah 2015;Erberber et al 2015;Jurdak 2014;Kupari and Nissinen 2013;Michaelowa et al 2001;Mullis et al 2012;Sirin 2005;Wang et al 2014;Williams and Williams 2010), mathematics-related affect (Bofah 2015(Bofah , 2016Hannula et al 2014;Williams and Williams 2010) and attainment (Filmer and Pritchett 1999;Teachman 1987;UNESCO 2013).…”