| Title |
A Two Decade Examination of Historical Race/Ethnicity Disparities in Academic Achievement by Poverty Status
|
|---|---|
| Published in |
Journal of Youth and Adolescence, January 2018
|
| DOI | 10.1007/s10964-017-0800-7 |
| Pubmed ID | |
| Authors |
Katherine W. Paschall, Elizabeth T. Gershoff, Megan Kuhfeld |
| 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. |
X Demographics
The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 3 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 3 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 138 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 138 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Doctoral Student | 25 | 18% |
| Student > Ph. D. Student | 16 | 12% |
| Student > Master | 14 | 10% |
| Researcher | 8 | 6% |
| Professor | 8 | 6% |
| Other | 22 | 16% |
| Unknown | 45 | 33% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 35 | 25% |
| Psychology | 23 | 17% |
| Agricultural and Biological Sciences | 3 | 2% |
| Nursing and Health Professions | 3 | 2% |
| Arts and Humanities | 3 | 2% |
| Other | 17 | 12% |
| Unknown | 54 | 39% |
Attention Score in Context
This research output has an Altmetric Attention Score of 24. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 17 May 2020.
All research outputs
#1,453,103
of 23,906,448 outputs
Outputs from Journal of Youth and Adolescence
#208
of 1,813 outputs
Outputs of similar age
#35,113
of 448,678 outputs
Outputs of similar age from Journal of Youth and Adolescence
#4
of 26 outputs
Altmetric has tracked 23,906,448 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 93rd percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 1,813 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 15.7. This one has done well, scoring higher than 88% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 448,678 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 92% of its contemporaries.
We're also able to compare this research output to 26 others from the same source and published within six weeks on either side of this one. This one has done well, scoring higher than 84% of its contemporaries.