Yet large “leaks” in the metaphorical STEM pipeline likely occur by early child-hood in the U.S.

A practical implication of these findings is that factors present before kindergarten may largely explain racial and ethnic underrepresentation in STEM.

This unexplained

However, the study’s antecedent, opportunity, and pro-pensity factors do not fully explain the observed racial dis-parities.

largely consistent

We hypothesized

followed from the fall of kindergarten to the spring of fifth grade

Asian students were initially less likely than White students to display advanced science achieve-ment in kindergarten (i.e., 7% versus 16%, respectively). Asian students then were more likely than White students to display advanced science achievement by fifth grade (i.e., 16% versus 13%, respectively).

operationalized consistently

We used White, non-Hispanic students as the reference group

Internalizing Problem Behaviors subscale consisted of four items (i.e., is the child lonely, sad, anxious, or displays low self-esteem). Problem behavior frequency was rated using a four-point response scale ranging from “never” to “very often.” Higher scores indicated that the behavior occurred more frequently. The internal consistency reliability coefficients for the externalizing and internalizing problem behaviors scales were .89 and .78, respectively (Tourangeau et al., 2019)

he science achievement measure was designed to assess a student’s understanding about the physical, life, and Earth and space sciences as well as scientific inquiry. The mathe-matics achievement measure was designed to assess a stu-dent’s conceptual knowledge, procedural knowledge, and problem solving. The mathematics achievement measure included items on number sense, properties, and operations; measurement; geometry and spatial sense; data analysis, sta-tistics, and probability; and patterns, algebra, and functions. The reading achievement measure was designed to assess basic reading skills (e.g., print familiarity), vocabulary, and reading comprehension

item response theory (IRT)

Emergent literacy (α = .57) was a standardized composite score of five items related to literacy activities. The first three items assessed the frequency of parents engaging in book reading and picture book reading with the child as well as the child reading outside school. The last two items reported the number of books that their child owned and how long the parent spent on reading to their child. We added standardized scores of the first three items and the last two items to obtain the standardized composite score

dichotomous

attrition

We analyzed the public-use version of the nationally repre-sentative Early Childhood Longitudinal Study

Hypothesis 1: Based on prior work examining the early onset and relative stability of racial or ethnic achievement disparities (e.g., Morgan et al., 2016; Von Hippel et al., 2018), we hypothesized that Black, Hispanic, or AINAPI students would be less likely than White students to dis-play advanced science or mathematics achievement during elementary school in unadjusted analyses. We expected the observed differences to be large (Morgan et al., 2016; Plucker & Peters, 2016; Rambo-Hernandez et al., 2019). We hypothesized that Black, Hispanic, or AINAPI stu-dents would be less likely than White students to display advanced levels of science or mathematics achievement by the end of kindergarten and throughout elementary school (Freyer & Levitt, 2004; Rambo-Hernandez et al., 2019; Von Hippel et al., 2018).

Use of universal screen-ing using standardized measures

Research Question 1: Are Black, Hispanic, or AINAPI students less likely than White students to display advanced science or mathematics achievement during elementary school? If so, how large are the observed gaps

Among antecedent, opportunity, and propensity factors, propensity factors most strongly predict student achievement

lead poisoning, environmental pollutants,

Black, Hispanic, and AINAPI students are more likely to experience concentrated poverty that results in fewer learn-ing opportunities and corresponding racial and ethnic achievement disparities during school because of histori-cally racialized policies and practices as well as ongoing residential and community segregation

(Fryer & Levitt, 2004; Henry et al., 2020; Morgan et al., 2016; National Assessment of Educational Progress [NAEP], 2015, 2020; Navarro et al., 2012; Reardon & Galindo, 2009; Von Hippel et al., 2018).

2.6 percentage point increase in publica-tions, a 4.3 percentage point increase in citations, and a .03

3% to 4%

13% to 16%

A thoughtful program can prepare students to be consumers of research, but also be able to access and analyze data to improve their organizations.

The educational research paradigm wars of the 1990s

First, we encourage individual faculty in educational leadership and policy preparation programs to emphasize through course-work both basic data analytic techniques, such as those presented here, and basic quantitative research concepts.

Past research links poverty concentration to higher rates of special education enroll-ments

From 2003-2004 to 2016-2017, special education enrollment fell by 32,000 students, while statewide enrollment grew by approximately one million.

Department of Education (ED)

Educational leaders are thus uniquely positioned to draw on data in their local settings to monitor equity issues pertaining to special education students and other historically underserved groups.

which found that the Texas Education Agency systematically denied students special education services

to change the discourse. If we can control the discourse, we can contr

health and well-being. Thus, the poverty that exists in one part of the world is related to the affluence in another part. Similarly, the poverty that exists on one side of town is related to the affluence and

understandings. Culture is what people mak

People have literally died for education, yet we keep hearing that certain families do not value it

eferred to as "ac

mplies, "If you come to school not reading you get treated as if you have no right to be in sc

These Children Don't Have Enough Exposure/Experiences

students' parents were less likely to have transportation to travel across the city or that it was not particularly safe for Black people to be found in the school's neighborhood after d

place students' academic struggles in the larger context of social failure including health, wealth, and funding gaps that impede their school success.

They know the game

ages of fourteen and twenty-four made up only 4.7 percent of thecity’s population, they accounted for 40.6 percent of the stop-and-friskchecks by police. More than 90 percent of those stopped were innocent.

A University of Marylandstudy showed that in Harris County, which includes Houston,prosecutors were three times more likely to seek the death penalty forAfrican Americans, and four times more likely for Hispanics, than forwhites convicted of the same charges

Sometimes these blind spots don’t matter. When we ask Google Mapsfor directions, it models the world as a series of roads, tunnels, andbridges. It ignores the buildings, because they aren’t relevant to the task.When avionics software guides an airplane, it models the wind, the speedof the plane, and the landing strip below, but not the streets, tunnels,buildings, and people.

All of us carry thousands of models in our heads.

Maybe they predicted that a left-handed reliever would give up lots of hitsto right-handed batters—and yet he mowed them down

complex tapestry of probabilities

managers now knowprecisely where every player has hit every ball over the last week, over thelast month, throughout his career, against left-handers, when he has twostrikes, and so on

Rhee developed a teacherassessment tool called IMPACT, and at the end of the 2009–10 schoolyear the district fired all the teachers whose scores put them in thebottom 2 percent. At the end of the following year, another 5 percent, or206 teachers, were booted out

using these algorithms called humans that are really biased,

That kind of auditing is more common now, he says, since reports of biased algorithms have increased

200 million people in the United States each year

basically, well-meaning liberal white people—are part of the problem in struggling for social justice.

But forces of oppression can be difficult to detect when you benefit from them (we call this a privilege hazard later in the book).d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.2) !important; }.d-08965af7-15f0-4167-901a-aa80e2b72f3c, .lh-08965af7-15f0-4167-901a-aa80e2b72f3c { background-color: var(--pubpub-active-discussion-highlight-color, rgba(45, 46, 47, 0.5)) }2Yolanda Yang, Jillian McCarteng the choices you make (or don’t get to make) each day. These systems of power are as real as rain. But forces of oppression can be difficult to detect when you benefit from them (we call this a privilege hazard later in the book). And this is where data come in: it was a set of intersecting systems of power and privilege that D?Yolanda Yang4 years agoPeople with privilege cannot recognize, even if they do, they are less likely to make any change, as this would decrease their benefit?Jillian McCarten2 years agoOne quote that I think of often is “when one has held a position of privilege for so long, equality feels like oppression.” ?Login to discuss.

race and gender

result of many unnamed colleagues and friends who may or may not have considered themselves feminists.

major systems of oppression are interlocking

idea that these dimensions cannot be examined in isolation

eminism begins with a belief in the “political, social, and economic equality of the sexes,”.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.2) !important; }1Michela Banks

computers