Table 5
Reductions in skills gaps between high-SES and low-SES children after accounting for missingness and covariates, 1998 and 2010
| Year | Reduction | Change in reduction from 1998 to 2010 (in percentage points) | |
|---|---|---|---|
| Reading | 1998 | 45.5% | |
| 2010 | 42.9% | -2.6 | |
| Math | 1998 | 52.6% | |
| 2010 | 48.6% | -4.1 | |
| Self-control (reported by teachers) | 1998 | 50.8% | |
| 2010 | 32.6% | -18.1 | |
| Approaches to learning (reported by teachers) | 1998 | 28.3% | |
| 2010 | 20.3% | -8 | |
| Self-control (reported by parents) | 1998 | 35.3% | |
| 2010 | 34.3% | -1.1 | |
| Approaches to learning (reported by parents) | 1998 | 73.5% | |
| 2010 | 56.0% | -17.5 |
Note: SES refers to socioeconomic status. Declining values from 1998 to 2010 indicate that factors such as early literacy activities and other controls were not as effective at shrinking SES-based gaps in 2010 as they were in 1998.
Source: EPI analysis of ECLS-K, kindergarten classes of 1998–1999 and 2010–2011 (National Center for Education Statistics)
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