POLICY BRIEF: Boosting Executive Function May Help Close Income-Based Achievement Gap

Bonnie Berman 12/10/2012:19 PM

In a new policy brief from the UC Davis Center for Policy & Inequality Research, LillyBelle Deer, Paul Hastings, and Camelia Hostinar of UC Davis investigate the role of executive function in explaining the association between early-life family income and long-term academic achievement. Key Facts:

Income-based disparities in academic achievement emerge early in life and persist into later childhood and adolescence.
Executive function, an important collection of attention-regulation skills, is malleable in childhood.
Boosting executive function among disadvantaged children in middle childhood may help close the achievement gap between them and their better-off peers.

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