A Two Decade Examination of Historical Race/Ethnicity Disparities in Academic Achievement by Poverty Status

Abstract

Research on achievement gaps by race/ethnicity and poverty status typically focuses on each gap separately, and recent syntheses suggest the poverty gap is growing while racial/ethnic gaps are narrowing. In this study, we used time-varying effect modeling to examine the interaction of race/ethnicity and poverty gaps in math and reading achievement from 1986–2005 for poor and non-poor White, Black, and Hispanic students in three age groups (5–6, 9–10, and 13–14). We found that across this twenty-year period, the gaps between poor White students and their poor Black and Hispanic peers grew, while the gap between non-poor Whites and Hispanics narrowed. We conclude that understanding the nature of achievement gaps requires simultaneous examination of race/ethnicity and income.