Decreasing the SES math achievement gap: Initial math proficiency and home learning environments

Many children in the U.S., particularly those from low socioeconomic status (SES) backgrounds, do not develop sufficient math skills to be competitive in today's technological world. We utilized a mediation/moderation framework and the ECLS-K dataset to investigate factors that can decrease the SES-related math achievement gap in kindergarten. Starting kindergarten proficient in math and experiencing a supportive home learning environment significantly decreased SES achievement differences. Proficiency in math at the start of kindergarten accounted for the greatest decrease in the SES-math achievement gap. Findings support the importance of comprehensive and multi-contextual approaches targeted to families and schools for improving children's exposure to math-relevant experiences.