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The number of first-generation students enrolling in college, particularly those from lower socioeconomic strata and underserved racial/ethnic groups, has been rapidly increasing. Lack of financial aid and academic preparedness are often noted as factors contributing to low rates of degree attainment amongst these specific student populations. Social integration, as first theorized by Tinto (1975), is also seen as critical to student persistence.
Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 that demonstrate significant gaps in science achievement in kindergarten and first grade by race/ethnicity.
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