Sam Powers and Michele Claibourn
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Using data on reading proficiency rates from the Virginia Reading SOL test, we track a cohort of students who began third grade in 2012-2013 and finished eighth grade in 2017-2018 and visually investigate the advantages and disadvantages students are presented in school settings. Do the gaps present in third grade decrease as formal edcuation continues? Or do they persist or increase as the impact of unequal educational environments accumulate?
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