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Race and Social Class Disparities in First Grade Literacy Learning: Ability Grouping and Contextual Effects |
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Abstract:
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For educational researchers interested in social equity, the associations between cognitive growth and children’s race and social class are a central concern. Among younger children, one potential explanation is the pervasive use of ability grouping in literacy instruction, and the disproportionate number of minority and low-SES children in low-level groups. However, an equally plausible explanation is that literacy learning depends on the skills children already possess—a “rich get richer” causality in which literacy development requires a set of pre-existing skills. In this sense, ability groups may be a proxy for initial status, and previous studies may have misestimated ability group effects.
With data from the Early Childhood Longitudinal Study (ECLS-K) and two-level hierarchical linear modeling (HLM), we examine the extent to which ability grouping and initial literacy ability explain widening achievement gaps in first grade literacy skills. We find a non-linear relationship between initial status and literacy learning; children with highly-developed skills learn somewhat less than those with moderate skill levels. Once this non-linear “Matthew effect” is taken into account, social background and ability group effects increase substantially. Children in upper-level ability groups learn considerably more than middle-level children, while lower-level children learn considerably less. |
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group (182), abil (156), children (126), literaci (86), level (78), effect (70), learn (55), 1 (52), skill (47), p (47), initi (46), classroom (45), first (44), school (44), grade (42), status (41), student (37), low (33), class (32), social (31), teacher (31), |
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Association:
Name: American Sociological Association
URL: http://www.asanet.org
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Citation:
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MLA Citation:
| Ready, Douglas., Beghetto, Ron. and LoGerfo, Laura. "Race and Social Class Disparities in First Grade Literacy Learning: Ability Grouping and Contextual Effects" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 <Not Available>. 2008-12-12 <http://www.allacademic.com/meta/p22639_index.html> |
APA Citation:
| Ready, D. D., Beghetto, R. and LoGerfo, L. F. , 2005-08-12 "Race and Social Class Disparities in First Grade Literacy Learning: Ability Grouping and Contextual Effects" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA Online <PDF>. 2008-12-12 from http://www.allacademic.com/meta/p22639_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: For educational researchers interested in social equity, the associations between cognitive growth and children’s race and social class are a central concern. Among younger children, one potential explanation is the pervasive use of ability grouping in literacy instruction, and the disproportionate number of minority and low-SES children in low-level groups. However, an equally plausible explanation is that literacy learning depends on the skills children already possess—a “rich get richer” causality in which literacy development requires a set of pre-existing skills. In this sense, ability groups may be a proxy for initial status, and previous studies may have misestimated ability group effects.
With data from the Early Childhood Longitudinal Study (ECLS-K) and two-level hierarchical linear modeling (HLM), we examine the extent to which ability grouping and initial literacy ability explain widening achievement gaps in first grade literacy skills. We find a non-linear relationship between initial status and literacy learning; children with highly-developed skills learn somewhat less than those with moderate skill levels. Once this non-linear “Matthew effect” is taken into account, social background and ability group effects increase substantially. Children in upper-level ability groups learn considerably more than middle-level children, while lower-level children learn considerably less. |
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| Document Type: |
PDF |
| Page count: |
20 |
| Word count: |
6403 |
| Text sample: |
| Ability Grouping Initial Status and Literacy Learning Race and Social Class Disparities in First Grade Literacy Learning: Ability Group Effects or Matthew Effects? Introduction For educational researchers interested in social equity a central question is whether formal schooling reduces or exacerbates race and social class disparities in children’s cognitive skills. The question is important considering the substantial social background differences in academic ability present at kindergarten entry (Lee & Burkam 2002). Unfortunately these initial differences increase during kindergarten and |
| R.C. (1970). Student social class and teachers’ expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review 40 411-451. Shaywitz B.A. Holford T.R. Holahan J.M. Fletcher J.M. Stuebing K.K. Francis D.J. and Shaywitz S.E. (1995). A Matthew effect for IQ but not for reading: Results from a longitudinal study. Reading Research Quarterly 30(4):894-906. Stanovich K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21(4):360-407. Walberg H.J. and Tsai S.L. |
Similar Titles:
Social Class, Teacher-Student Relationships and Classroom Participation
Social Skills during the Kindergarten Year:Contextual Influences at Family, Classroom, and School Levels
Teacher Grading Practices Within School Social Contexts: Do They Disadvantage Low-Income and Minority Students?
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