A Study on the Impact of Kindergarten on the Mathematical Skills of African American Students

Abstract

The specific purpose of this study was to add to the previous research using The Early Childhood Longitudinal Database to examine if there is a difference in the mathematics achievement growth trajectory of African American students based on racial-ethnicity, socioeconomic status, and kindergarten participation (attendance for the first time or repetition). Using a convenience sample, a nationally representative sample of children was identified from archival data that included mathematical assessment scores, student racial-ethnic identity, family socioeconomic status, and kindergarten participation. The researcher used a quantitative study method to test the effects of students’ characteristics on their mathematical assessment scores. Data analysis showed math scores generally increased significantly from kindergarten to third grade for all students independent of their subgroup affiliation. However, math scores did not change at the same rate when disaggregated by student ethnicity. The rate of change in student math scores from year to year did not differ significantly relative to income. Overall, however, there was a significant difference in math scores relative to income. Math scores did not change at the same rate when disaggregated by whether students attended kindergarten for the first time. Overall, however, there was no significant difference in math scores between students who had attended kindergarten for the first time and students who had attended kindergarten more than once.