Disaggregated Outcomes of Gender, Ethnicity, and Poverty on Fifth Grade Science Performance

Autor/inn/en	Kohlhaas, Kay; Lin, Hsin-Hui; Chu, Kwang-Lee
Titel	Disaggregated Outcomes of Gender, Ethnicity, and Poverty on Fifth Grade Science Performance
Quelle	In: RMLE Online: Research in Middle Level Education, 33 (2010) 7, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	Ethnicity; Poverty; Academic Achievement; Outcomes of Education; Grade 5; Science Achievement; Longitudinal Studies; Statistical Analysis; Scores; Gender Differences; Item Response Theory; White Students; African American Students; Asian American Students; Hispanic American Students; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Ethnizität; Armut; Schulleistung; Lernleistung; Schulerfolg; School year 05; 5. Schuljahr; Schuljahr 05; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Geschlechterkonflikt; Item-Response-Theorie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	This nationwide study examined the relationships among gender, ethnicity, and poverty with fifth graders' (n = 8,741) science performance. Extant fifth grade data files (2003-2004), from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), were used. An ANOVA test revealed that males performed significantly better than females on science assessments, and this difference was maintained across ethnic groups. The science scores, in order of ethnicity from the highest to lowest scores, were White, Asian, Hispanic, and African American. Asian fifth graders showed the largest ethnic discrepancy between students above and below poverty. The unique features of this study were the depth of the disaggregation of the data and statistical analyses. Disaggregation of data by all three variables revealed compounding consequences for students at the extremes. White "at/above poverty" males had the highest mean science IRT scale score, while African American "below poverty" females had the lowest mean score. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10