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

• This study compared mediation and moderation approaches to document processes that influence the SES achievement gap.
• Starting kindergarten proficient in math significantly attenuated the association between SES and children's math achievement.
• Home learning environment in kindergarten, particularly learning tools, reading activities, parental involvement and parents' expectations, further reduced the gap.
• The associations between children's math achievement, math proficiency, and home learning environment are constant across SES groups.

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.