Measuring racial educational disparities over time amongst top achievers

Educational disparities remain a key contributor to increasing social and wealth inequalities. To address this, researchers and policymakers have focused on average differences between racial groups or differences among students who are falling behind¹. This focus potentially leads to educational triage, diverting resources away from high-achieving students, including those from racial minorities^2,3. Here we focus on the ‘racial excellence gap’—the difference in the likelihood that students from racial minorities (Black and Hispanic) reach the highest levels of academic achievement compared with their non-minority (white and Asian) peers. There is a shortage of evidence that systematically measures the magnitude of the excellence gap and how it evolves^4,5. Using longitudinal, statewide, administrative data, we document eight facts regarding the excellence gap from third grade (typically ages 8–9) to high school (typically ages 14–18), link the stability of excellence gaps and student backgrounds, and assess the efficacy of public policies. We show that excellence gaps in maths and reading are evident by the third grade and grow slightly over time, especially for female students. About one third of the gap is explained by a student’s socioeconomic status, and about one tenth is explained by the school environment. Top-achieving racial minority students are also less likely to persist in excellence as they progress through school. Moreover, state accountability policies that direct additional resources to reduce non-race-based inequality⁶ had minimal effects on the racial excellence gaps. Documenting these patterns is an important step towards eliminating excellence gaps and removing the ‘racial glass ceiling’.