Author: Grissmer, David, & Eiseman, Elizabeth

Title: Can Gaps in the Quality of Early Environments and Noncognitive Skills Help Explain Persisting Black-White Achievement Gaps?

University Affiliation: University of Virginia


Research Question: Examination of whether or not early childhood environments and cognitive development/achievement skills influence the Black-White achievement gaps.

Published: Yes

Journal Name or Institutional Affiliation: Russel Sage Foundation

Journal Entry: Steady Gains and Stalled Progress: Inequality and the Black-White Test Score Gap, Chapter 4, pp. 139-180

Year: 2008


Scholarship Type Chapter in Book

Keywords: Academic Achievement, Achievement Gap, African American, Cognitive Ability, Environment

Regions National

Methodologies: Quantitative

Research Designs: Secondary Data

Method of Analysis: Regression

Sampling Frame: Kindergarten students

Sample Types: Random

Unit of Analysis: School, Student

Data Types: Quantitative-Longitudinal

Data Description:


Entry Created at: 2013-03-25 19:41:17 UTC
Last Update: 2016-07-30 15:11:04 UTC