Teach Advanced Mathematics to Black Kindergarteners
A plea to educators, parents, and guardians of our future generation,
At Knowledge Reigns Education Group, we are committed to fostering a deep appreciation for education and understanding the nuances that come with it. Today, we address a pressing concern: the early introduction of advanced mathematics for Black kindergarteners.
Recent studies have illuminated racial and ethnic disparities in advanced math and science skills, disparities that manifest as early as kindergarten. Data indicates that by kindergarten, 13% of white students and 16% of Asian students display advanced math skills. In stark contrast, only 4% of Black and Hispanic students demonstrate the same proficiency. As these students progress through their academic journey, the gap widens. By fifth grade, a mere 2% of Black students exhibit advanced math skills (Morgan et al., 2023, p. 9).
The reasons behind these disparities are multifaceted. Factors such as socioeconomic status, parental education, household income, and early academic understanding could be playing significant roles. While these factors may provide some explanation for the disparities, when isolated and addressed, they often do not immediately lead to student success or interest. This suggests that other underlying factors, potentially including the quality of math instruction, activities and materials provided to Black students, contribute to the gap.
The implications of these disparities are profound. Currently, fewer than 10% of U.S. scientists and engineers are Black or Hispanic. This underrepresentation in STEM (which rest on mathematics as a cornerstone) not only limits individual opportunities but also constrains our nation’s potential for scientific innovation and economic competitiveness. Students who demonstrate advanced math skills early in their academic careers are more likely to pursue and obtain doctoral degrees in STEM fields, leading to careers as scientists, engineers, and inventors (Steenbergen-Hu & Olszewki-Kubilius, 2017).
The early years of a child’s education are foundational. It is during these formative years that students develop an interest in subjects, which can influence their academic and career choices in the future. Our call is to introduce mathematics to them in a compelling way to help them see their place in a world governed by the subject’s principles. Addressing the disparities in advanced math skills at this stage is crucial. While many initiatives to address Black and Hispanic underrepresentation in STEM begin in high school or college, it’s evident that foundational interest (by way of advanced competition math) and skills need to be nurtured much earlier.
Parents and dedicated educators, the onus is on us. As I pen this, it’s disheartening to note that there are no schools in my home city of Indianapolis that have registered a MATHCOUNTS Club, an entry-level program of the middle school competition, MATHCOUNTS. Not a single one. Even the district to which my children are assigned, which comprises 80% Black and Latinx students, lacks this foundational program. This is a clear call for us to invest in advanced math for our children now. A world of opportunities, innovation, and progress awaits them, and we must pave the way.
Knowledge Reigns Education Group is dedicated to supporting this endeavor. Our Exponentia Prime Math Competition Kits for Grades K-3 are designed to challenge and engage students, ensuring they are equipped with the knowledge and skills they need to excel.
References
Morgan, P. L., Hu, E. H., Farkas, G., Hillemeier, M. M., Oh, Y., & Gloski, C. A. (2023). * Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School. Gifted Child Quarterly, 67(2), 151–172.
Steenbergen-Hu, S., & Olszewski-Kubilius, P. (2017). Factors that contributed to gifted students’ success on STEM pathways: The role of race, personal interests, and aspects of high school experience. Journal for the Education of the Gifted, 40(2), 99–134.
