This brief discusses the achievement gap that exists between low-income, minority children and higher-income, non-minority children. It outlines strategies several states have undertaken in order to narrow this gap, such as high-quality pre-kindergarten and full-day kindergarten programs. Demographic data and test scores from 6 towns in Massachusetts are presented to illustrate achievement discrepancies, and current state initiatives are examined.
Fact Sheets & Briefs
Results 1 -
Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S.
Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political
and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S.
Department of Health and Human Services.