Considers and then dismisses the proposition that genetic differences explain variances in school readiness and concludes that environment explains most of the gap between blacks and whites. In particular, studies of young children show that environmental differences explain more variation in school readiness than do genetic differences, and even studies that demonstrate a hereditary role do not rule out the possibility of improving the school performance of disadvantaged children through interventions aimed at enhancing school readiness. Even interventions that achieve modest improvements in cognitive ability can be valuable if improved cognition for a period of time allows students to learn more quickly, putting them on a permanently higher achievement path. The challenge for social researchers and educators is to identify the aspects of preschool programs that help elevate cognitive ability and then to find ways to get children to seek out such stimulation after they leave preschool programs. In this way, these children gain the confidence to take on more demanding academic work, to interact with more able peers, and to further develop their reasoning abilities. The multiplier process of small changes producing large effects may make it possible to narrow racial and ethnic achievement gaps.
