Fifth grade: no significant differences by child’s sex in reading, math, and science knowledge and skills

The National Center for Education Statistics (NCES) releases Findings From the Fifth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), providing a first look at the overall fifth-grade reading, math, and science achievement of the students who attended kindergarten for the first time in the 2010-11 school year and were in fifth grade in the spring of 2016. The final data collection for the ECLS-K:2011 was this spring 2016 round. Key Findings From the Fifth-Grade Round include: About 88 percent of children enrolled in kindergarten in 2010-11 were in kindergarten for the first time in that school year and were in fifth grade in the spring of 2016. In the spring of fifth grade, no significant differences by child’s sex were detected in children’s reading, math, and science knowledge and skills.  In reading, math, and science, White students, Asian students, and students of Two or More Races had higher average scores in the spring of fifth grade than did either Black students or Hispanic students. In math and science, Hispanic students had higher average scores on the spring assessment than did Black students.