Achievement gaps rooted in socioeconomic status exist when children enter kindergarten: Reading and math achievement at the beginning of kindergarten, second through fifth socioeconomic quintiles as compared with lowest quintile
Reading
| Unadjusted (M1S) | |
|---|---|
| Low-middle SES | 0.269***(0.032) |
| Middle SES | 0.489***(0.034) |
| High-middle SES | 0.739***(0.037) |
| High SES | 0.996***(0.039) |
Math
| Unadjusted (M1S) | |
|---|---|
| Low-middle SES | 0.240***(0.032) |
| Middle SES | 0.504***(0.035) |
| High-middle SES | 0.710***(0.036) |
| High SES | 0.957***(0.039) |
Note: SES refers to socioeconomic status. Bars show the unadjusted standard deviation score for each socioeconomic group, relative to low-SES children.
Source: Adapted from Figure D1 in Emma Garcia, Inequalities at the Starting Gate: Cognitive and Noncognitive Skills Gaps Between 2010–2011 Kindergarten Classmates, Economic Policy Institute Report, June 17, 2015