Long-run Trends in the U.S. SES—Achievement
                    Gap

Hanushek, Eric A.; Light, Jacob D.; Peterson, Paul E.; Talpey, Laura M.; Woessmann, Ludger

doi:10.1162/edfp_a_00383

Cited by 25 publications

(16 citation statements)

References 65 publications

(68 reference statements)

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“…Knowles et al, 2001; Kraus et al, 2017). For example, Black Americans have worse educational outcomes (Hanushek et al, 2019; National Center for Education Statistics, 2011; A. Vanneman et al, 2009), health outcomes (e.g., Gibbons et al, 2004; Hertz et al, 2005; Williams et al, 2003), and fewer employment opportunities (Gezici & Ozay, 2020; Williams & Mohammed, 2009).…”

Section: Black–white Income Gap and Perceptions Of Interracial Compet...mentioning

confidence: 99%

The effect of Black–White income inequality on perceived interracial psychological outcomes via perceived interracial competition.

Gordils¹,

Jamieson²,

Elliot³

2023

Journal of Experimental Psychology: General

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This research examined the influence of Black-White income inequality on negative interracial psychological outcomes and the role of perceived interracial competition as a mediational mechanism. The research utilized three different designs across three preregistered experiments to assess the proposed processes. Study 1 (N = 846) used a measurement-of-mediation design and found that participants assigned to the high racial income gap condition reported more perceived interracial competition, discrimination, avoidance, and anxiety relative to those in the low racial income gap condition. Effects were mediated by increased perceptions of interracial competition. Studies 2a (n = 827) and 2b (n = 841) used an experimental-causal-chain design and replicated the effect of the racial income gap condition on increased perceptions of interracial competition (Study 2a) and showed that participants in the high perceived interracial competition condition-the manipulated mechanism-exhibited greater perceived discrimination, anxiety, and mistrust relative to those in the low perceived interracial competition condition (Study 2b). Study 3 (N = 1,583) diversified the sample by recruiting similar numbers of Black (n = 796) and White (n = 787) participants and used a moderation-of-process design by simultaneously manipulating the racial income gap and perceived interracial competition. Competition moderated effects: Inequality effects were stronger for those in the high competition condition. Implications for theory development are discussed. Public Significance StatementWhen Black and White people in the United States are led to believe that they live in a ZIP-code where White people make more than Black people on average (i.e., large racial income gap), their perceptions of discrimination, avoidance, anxiety, and mistrust between these groups increase. This relationship is in part due to heightened perceptions of Black-White competition; the belief that Black and White people are competing with one another.

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Section: Black–white Income Gap and Perceptions Of Interracial Compet...mentioning

confidence: 99%

The effect of Black–White income inequality on perceived interracial psychological outcomes via perceived interracial competition.

Gordils¹,

Jamieson²,

Elliot³

2023

Journal of Experimental Psychology: General

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“…Regardless of interactions with other investments, the finding of positive effects of pre‐kindergarten exposure on academic achievement at the end of elementary school is remarkable in and of itself and may be attributed partially to the fact that the first 5 years of life are a sensitive period in development when children are particularly receptive to learning new skills that endure across the lifespan and guide future learning (Brown & Jernigan, 2012). Environmental input has an inordinate lifelong impact during these early years (Huttenlocher et al, 1998; Magnuson & Waldfogel, 2008), especially in the presence of early disparities by SES in children's skills prior to school entry (Garcia & Weiss, 2017; Hanushek et al, 2019).…”

Section: Interpreting What We Foundmentioning

confidence: 99%

“…Early socioeconomic status (SES) contributes to large academic skill disparities; trends that are present by the time children matriculate in kindergarten and never disappear (Garcia & Weiss, 2017). Children at the 10th percentile in SES begin kindergarten far behind and remain 3–4 years behind those at the 90th percentile, presumably because low SES deprives children of opportunities for cognitive stimulation and access to educational resources (Hanushek et al, 2019).…”

Section: Study Introduction and Overviewmentioning

confidence: 99%

Understanding Heterogeneity in the Impact of Public Preschool Programs

Watts

Jenkins

Dodge

et al. 2023

Monographs Society Res Child

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We examine the North Carolina Pre‐K (NC Pre‐K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre‐k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre‐k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non‐Hispanic, 29% Black non‐Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county‐level funding for NC Pre‐K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre‐K funding was defined as the per‐4‐year‐old‐child state allocation of funds to a county in a year. Regression models included child‐level and county‐level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre‐K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre‐K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre‐k experience, consistent with a compensatory model where pre‐k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre‐K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre‐K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre‐k scale‐up and developmental theory are discussed.

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“…Nonetheless, there is an expanding literature in educational and developmental psychology on achievement gaps based on student racial identification and socioeconomic background (e.g., Assari et al, 2021;Howard, 2019;Merolla & Jackson, 2019) and how differences persist throughout the lifespan (Henry et al, 2020). This work became especially prevalent after Covid-19 as gaps are forecasted to widen (Bailey et al, 2021) despite previously shrinking (albeit slowly) for decades (Hanushek et al, 2022;Hashim et al, 2020). This research emphasizes contextual characteristics in relation to the formation and reduction of gaps such as instructor mindset (Canning et al, 2019), teaching style (Theobald et al, 2020), and school climate (Berkowitz, 2021), which maps well onto the different approaches for clustered data.…”

Section: Example Datamentioning

confidence: 99%

A practical guide to selecting and blending approaches for clustered data: Clustered errors, multilevel models, and fixed-effect models.

McNeish

2023

Psychological Methods

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Psychological data are often clustered within organizational units, which violates the independence assumption in standard regression models. Clustered errors, multilevel models, and fixed-effects models all address this issue, but in different ways. Disciplinary preferences for approaching clustered data are strong, which can restrict questions researchers ask because certain approaches are better equipped to handle particular types of questions. Resources comparing approaches to facilitate broader understanding of clustered data approaches exist for economists, political scientists, and biostatisticians. These existing resources use concepts and terminology consistent with statistical training in other disciplines, so this article provides a resource using language and principles familiar to psychologists. The article starts by walking through the origin and importance of the independence assumption to motivate the problem and emergence of different solutions in different fields. Then, information on clustered errors, multilevel models, and fixed-effect models is provided, including (a) how each approach addresses independence violations, (b) research questions ideally suited for each approach, and (c) example analyses highlighting advantages and disadvantages. The article then discusses how these approaches are not mutually exclusive but instead can be blended together to create tailor-made models that flexibly accommodate idiosyncrasies in research questions and are robust to nuances of a particular data set. The broader theme is that there is no one-size-fits-all approach to clustered data. The research question—not disciplinary preferences—should inform the statistical approach. Wider appreciation of the landscape of clustered data approaches can expand the questions researchers ask and improve the theoretical foundation of statistical models.

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Long-run Trends in the U.S. SES—Achievement Gap

Cited by 25 publications

References 65 publications

The effect of Black–White income inequality on perceived interracial psychological outcomes via perceived interracial competition.

The effect of Black–White income inequality on perceived interracial psychological outcomes via perceived interracial competition.

Understanding Heterogeneity in the Impact of Public Preschool Programs

A practical guide to selecting and blending approaches for clustered data: Clustered errors, multilevel models, and fixed-effect models.

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