Despite focused efforts, achievement gaps remain a problem in the America's education system, especially those between students from higher and lower income families. Continued work on reducing these gaps benefits from an understanding of students' reading and math growth from typical school instruction and how growth differs based on initial proficiency, grade, and demographic characteristics. Data from 5,900 students in Grades 1-5 tested in math and reading at six points across two years were analyzed using cohort-sequential latent growth curve models to determine longitudinal growth patterns. Results indicated that students with low initial proficiency grew more quickly than students with higher proficiency. However, after two school years their achievement remained below average and well below that of students with higher initial proficiency. Demographic characteristics had small but significant effects on initial score and growth rates.

中文翻译：

---

检查影响 1-5 年级阅读和数学增长以及成绩差距的因素：队列顺序纵向方法。

尽管做出了集中努力，但成就差距仍然是美国教育系统中的一个问题，尤其是来自高收入家庭和低收入家庭的学生之间的差距。通过了解学生在典型学校教学中的阅读和数学增长以及增长如何根据初始熟练程度、年级和人口特征而有所不同，继续缩小这些差距的工作将受益匪浅。来自 1-5 年级的 5,900 名学生的数据在两年内进行了六个点的数学和阅读测试，使用队列序列潜在增长曲线模型进行分析，以确定纵向增长模式。结果表明，初始熟练度低的学生比熟练度高的学生成长得更快。然而，两个学年之后，他们的成绩仍然低于平均水平，远低于初始熟练程度较高的学生。人口统计学特征对初始分数和增长率的影响很小但很显着。