A student's socioeconomic status (SES) has a significant relation to their academic achievement. Much of this work has explored this in math and reading, but less is known about how SES relates to science achievement, particularly in the early grades. Using quantile regression with nationally representative data, we explored this relation in 12,676 kindergarten students (51.2% boys, 52.2% White, 21.8% Hispanic, 12.7% Black and 6.6% Asian) and 10,339 fifth‐grade students (51.3% boys, 49.4 White, 27.2% Hispanic, 9.4% Black and 8.2% Asian). We found less variability in science achievement scores for those high on SES than those low on SES. The scores of the high SES students cluster together on the high end of science achievement, whilst those from low SES score across the distribution. These findings highlight the need to explore what can mitigate the relation between SES and science achievement and where resources to support science achievement are most needed.

中文翻译：

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了解社会经济地位与基础科学成就之间的关系：分位数回归方法

学生的社会经济地位（SES）与其学业成绩密切相关。这项工作的大部分内容都在数学和阅读方面进行了探讨，但人们对 SES 与科学成就（尤其是低年级的科学成就）之间的关系知之甚少。使用分位数回归和全国代表性数据，我们在 12,676 名幼儿园学生（51.2% 男孩、52.2% 白人、21.8% 西班牙裔、12.7% 黑人和 6.6% 亚裔）和 10,339 名五年级学生（51.3% 男孩、49.4% 白人）中探讨了这种关系。 ，27.2% 西班牙裔，9.4% 黑人和 8.2% 亚裔）。我们发现，社会经济地位高的人的科学成就分数的变异性比社会经济地位低的人要小。社会经济地位高的学生的分数集中在科学成绩的高端，而社会经济地位低的学生则在整个分布中聚集在一起。这些发现强调需要探索什么可以减轻社会经济地位与科学成就之间的关系，以及最需要支持科学成就的资源。