Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps?

• DOI: 10.1353/foc.2005.0004
• Publication Date: 2007-01-09T05:19:45Z
• Authors: Greg J Duncan; Katherine A Magnuson
• Keywords: Test score

This article considers whether the disparate socioeconomic circumstances of families in which white, black, and Hispanic children grow up account for racial ethnic gaps school readiness among American preschoolers. It first reviews why family resources might matter children's readiness. The authors concentrate on four key components parent status that are particularly relevant well-being—income, education, structure, neighborhood conditions. They survey a range policies programs help to close gaps, example, by increasing incomes or maternal educational attainment, strengthening families, improving poor neighborhoods. Their links between test score indicates resource differences about half standard deviation—about 8 points with deviation 15—of differences. Yet, policy implications this far from clear. note although designed improve aspects "socioeconomic status" (for income, structure), no improves directly. Second, they caution good is based an understanding causal relationships background outcomes, as well cost-effectiveness. conclude boosting preschool may be promising intervention reduce gaps. However, given lack successful large-scale interventions, suggest giving only modest role address parents' resources. directly target most efficient way narrow