Download or read book Does Race Matter Exploring the Racial Variation Between Pre Kindergarten Participation and Academic Achievement Over Time written by Sarah Rebecca Srivastava and published by . This book was released on 2012 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that attending a preschool program produces academic, cognitive and behavioral benefits, but that these benefits weaken over time and vary by socioeconomic status and race. Controlling for a wide range of observable child, family, home and school characteristics, this study uses the ECLS-K dataset to evaluate the relationship between Head Start or Center-based pre-K program attendance and math test scores among lower socioeconomic status children by race. I find that while there are short-term gains in math achievement for Black children who attend center based preschool, all benefits that may be associated with pre-K fade by the Spring of 3rd grade across all races. However, other factors related to the child's home and school environments, such as the number of siblings in the home, parents' employment levels and high school graduation status, and the percentage of black students present in the classroom, are significantly associated with math achievement.
Download or read book Does Early Childhood Education Climate Matter The Relationship Between State Policy School Readiness and Enrollment in Organized Care written by Erin Baumgartner and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In an era of increased emphasis on student assessment and achievement, scholars, educators, and administrators continue to look to school readiness, or students' preparedness to begin formal schooling, as the key for improving student performance and decreasing educational disparities among children. This dissertation focuses on examining student readiness for school and the early childhood educational contexts that may foster greater levels of readiness among students at kindergarten entry.Using the Early Childhood Longitudinal Study -- Kindergarten Cohorts of 1998-1999 and 2010-2011, I begin by estimating change in readiness between two nationally-representative cohorts of kindergarten students to assess whether students who are enrolled in kindergarten in 2010-2011 are more ready for school than students enrolled in kindergarten in 1998-1999. I focus this analysis on examining the between sociodemographic group differences in readiness for each cohort and observe whether all or some groups are making progress in decreasing gaps in readiness. Specifically, I examine between group differences by race/ethnicity, student gender, maternal education, family structure, and household income, finding that school readiness disparities are converging for some racial/ethnic groups and some family structure types. But unfortunately, the convergence in trends between most groups was not fast enough to eliminate disparities by 2010-2011. For most groups, including across measures of socioeconomic status, the disparities between groups has remained constant over time. In the second part of the analysis, I examine the relationship between the educational climate created by state-level early childhood policy and two of the primary goals of early childhood policy: to increase student participation in early learning opportunities and to increase student's readiness for school. With regards to greater odds of student enrollment in organized care, living in a state with greater per pupil spending is not associated with increased odds of enrolling in care. However, living in a state that offers unrestricted or restricted access to state-funded pre-k is associated with higher odds of enrollment than living in state that offers no access to pre-k, net of confounders. Analyses in this chapter also suggest that the relationship between living in a state that offers access to state-funded pre-k and organized care enrollment may be different for students from different racial or ethnic groups. When examining the relationship between early educational climate, as measured by state policy, and student readiness for school, this study finds that living in a state where quality requirements of state-funded pre-k programs are high and a greater proportion of four-year-old students in the state are enrolled in state-funded pre-k are positively associated with math and verbal readiness, as students in states that have a high number of quality requirements (7+) and a greater proportion of students served by state-funded pre-k programs have higher cognitive readiness scores. But students in states where more per pupil funding is needed to reach the benchmarks of a high quality program have lower math and verbal readiness scores than their peers in states where no funding or less funding is needed. Again, these results vary between racial/ethnic groups, with some students benefiting more from these state-level policies than others.
Download or read book Maximizing Classroom Time to Promote Learning NCRECE In Focus Volume 1 written by Stacie G. Goffin and published by . This book was released on 2010 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies consistently show that high quality pre-kindergarten (pre-k) programs make a positive difference for preschooler's success in kindergarten. Little is known, however, about how "individual children spend their time in pre-k programs." To find out, this study explored how children's use of time in pre-k varied based on three demographic characteristics frequently associated with low academic achievement: ethnicity (African American, Latino, and White), gender, and family income. More notable than demographic differences in children's use of classroom time, however, was learning that a significant portion of each child's pre-k day involved learning through didactic instruction and waiting for the next activity. This means teachers' interactions with children are not being maximized for children's benefit, and opportunities are being missed for promoting children's development and school readiness. Given that state-funded pre-kindergarten programs represent a primary strategy for addressing income and ethnic disparities in school achievement, this is an especially troubling finding for children in the greatest need of pre-k's social and academic benefits.
Download or read book The Future of Children Spring 2005 written by Cecilia Rouse and published by . This book was released on 2005-02-10 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: "School Readiness," the first issue in "The Future of Children" publication, critically summarizes the research on the origin and trajectory of the racial and ethnic gap in the early years from several theoretical perspectives. In particular, the focus is on determining when these differences start to emerge, in what areas they appear, what factors contribute to their development by the time children enter grade school, and what can be done about them.
Download or read book The Impact of Pre Kindergarten on Later Academic Achievement in a Mississippi School District written by and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In an era of high stakes testing and accountability, educators and policy makers are working to improve the educational outcomes for children. In a quest to help children achieve at high levels, Pre Kindergarten is often cited as a proactive strategy to address the academic gaps many children have upon entering school. While the goal of Pre Kindergarten is to prepare children for later schooling, it is important to determine if this costly strategy has sustainable, long-term academic benefits. The purpose of this research was to determine if a Title I, Part A Pre Kindergarten program had an impact on the later academic achievement of children in a rural, high poverty, high minority, public school district in Mississippi. The results from this study can provide educators and policymakers with data as they work to align resources to provide an effective education program. It can provide educators with information to review and revise practices and procedures for positive early childhood education experiences. The quantitative, causal-comparative study examined the 3rd-grade academic achievement of children to determine if a significant difference existed between the students who received Pre Kindergarten services and those who did not. Student scale scores on the Mississippi Department of Education 3rd Grade Reading Summative Assessment and student attendance data were used to explore students later academic achievement. The overall collective data results from the study suggest Pre Kindergarten participation does not significantly improve the reading scores of children at the end of 3rd-grade. Although variances in the data were shown, it may be a result of the small sample sizes. The children who attended Pre Kindergarten did miss significantly fewer days of school. The recommendations for future research are as follows: (a) conduct a longitudinal study to determine how students who received Pre Kindergarten services compared to those who did
Download or read book The Impact of Pre Kindergarten Attendance on Later Academic Achievement in a Mississippi School District written by Lisa Cox Hull and published by . This book was released on 2018 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an era of high stakes testing and accountability, educators and policy makers are working to improve the educational outcomes for children. In a quest to help children achieve at high levels, Pre-Kindergarten is often cited as a proactive strategy to address the academic gaps many children have upon entering school. While the goal of Pre-Kindergarten is to prepare children for later schooling, it is important to determine if this costly strategy has sustainable, long-term academic benefits The purpose of this research was to determine if a Title I, Part A Pre-Kindergarten program had an impact on the later academic achievement of children in a rural, high poverty, high minority, public school district in Mississippi. The results from this study can provide educators and policymakers with data as they work to align resources to provide an effective education program. It can provide educators with information to review and revise practices and procedures for positive early childhood education experiences. The quantitative, causal-comparative study examined the 3rd-grade academic achievement of children to determine if a significant difference existed between the The overall collective data results from the study suggest Pre-Kindergarten participation does not significantly improve the reading scores of children at the end of 3rd-grade. Although variances in the data were shown, it may be a result of the small sample sizes. The children who attended Pre-Kindergarten did miss significantly fewer days of school. The recommendations for future research are as follows: (a) conduct a longitudinal study to determine how students who received Pre-Kindergarten services compared to those who did not in later grades such as grades five, eight, and a later high school grade, (b) replicate the study with data from the children who received Pre-Kindergarten services in an Early Learning Collaborative in Mississippi, and (c) conduct a qualitative study of 3rd grade teachers to see if they recognize a difference between the Pre-Kindergarten participants and non-participants.
Download or read book The Relationship Among School District Size Property Wealth Ethnicity and Prekindergarten Participation to Kindergarten Readiness written by Christopher J. Eberlein and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Kindergarten readiness has been viewed as a strong predictor for academic success. Achievement gaps among low-income and ethnic minority children at kindergarten entry have often affected future educational outcomes. Participation in prekindergarten has been related to an increase in kindergarten readiness, a decrease in retention and referrals to special education, and an increase in high school graduation rates. Recent focus on high-quality components for prekindergarten in Texas indicate that policymakers view prekindergarten as a critical strategy for reducing achievement gaps. This study examined the relationships between district size, property wealth, ethnicity, and participation in public prekindergarten to kindergarten readiness in Texas public school districts in 2016-2017. The study utilized an ex-post facto, quasi-experimental research design based on student performance and school district data published by the Texas Education Agency. One-way ANOVA results showed no significant differences between nine district sizes and the percentage of students kindergarten ready. The results of a t-test showed no statistically significant differences between property wealth and the percentage of students kindergarten ready. Pearson’s correlation revealed a low correlation and statistically significant relationships between African American, Hispanic, White, and Other students and the percentage of students kindergarten ready. A statistically significant regression was found in the percentage of students kindergarten ready by ethnicity, R2 = .17, with White ethnicity the largest contributor. A statistically significant regression was found in the number of students kindergarten ready based on the percentage of prekindergarten students that were kindergarten ready, R2 = .03, with percentage prekindergarten students that were kindergarten ready as the greatest contributor.
Download or read book Communities in Action written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-04-27 with total page 583 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
Download or read book The First R written by Joe R. Feagin and published by Rowman & Littlefield Publishers. This book was released on 2001-12-11 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study looks into how children learn about the 'first R'—race—and challenges the current assumptions with case-study examples from three child-care centers. Parents and teachers will find this remarkable study reveals that the answer to how children learn about race might be more startling than could be imagined.
Download or read book Race in the Making written by Lawrence A. Hirschfeld and published by MIT Press. This book was released on 1996 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Race in the Making provides a new understanding of how people conceptualize social categories and shows why this knowledge is so readily recruited to create and maintain systems of unequal power. Hirschfeld argues that knowledge of race is not derived from observations of physical difference nor does it develop in the same way as knowledge of other social categories. Instead, his central claim is that racial thinking is the product of a special-purpose cognitive competence for understanding and representing human kinds. The book also challenges the conventional wisdom that race is purely a social construction by demonstrating that a common set of abstract principles underlies all systems of racial thinking, whatever other historical and cultural specificities may be associated with them. Starting from the commonplace observation that race is a category of both power and the mind, Race in the Making directly tackles this issue. Through a sustained exploration of continuity and change in the child's notion of race and across historical variations in the race concept, Hirschfeld shows that a singular commonsense theory about human kinds constrains the way racial thinking changes, whether in historical time or during childhood. After surveying the literature on the development of a cultural psychology of race, Hirschfeld presents original studies that examine children's (and occasionally adults') representations of race. He sketches how a jointly cultural and psychological approach to race might proceed, showing how this approach yields new insights into the emergence and elaboration of racial thinking.
Download or read book The Cooper Farran Behavioral Rating Scales written by David H. Cooper and published by . This book was released on 1991-01-01 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Download or read book Class and Schools written by Richard Rothstein and published by Teachers College Press. This book was released on 2004 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.
Download or read book Explaining the Black White Achievement Gap in the Context of Family Neighborhood and School FPG Snapshot 64 written by University of North Carolina at Chapel Hill, FPG Child Development Institute and published by . This book was released on 2011 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, Black children start school behind their White peers on standardized reading and mathematics tests, and racial disparities in achievement increase during each subsequent year of primary and secondary education. To formulate an appropriate policy response to this enduring problem, a careful and comprehensive understanding of the factors that contribute to the achievement gap is needed. The "integrative model of development in context" is a framework that can help researchers explore ethnic or racial group differences in child development and achievement. The model considers ways in which social position, racism, and segregation influence children's experiences in the three crucial contexts of family, neighborhood, and school. Results showed that at the neighborhood and school levels, Black children lived in more disadvantaged neighborhoods and attended schools with a higher proportion of poor or minority students. In unadjusted models White children scored higher on average than Black children at all ages in reading and mathematics. The study's results provide further evidence regarding the long-term impacts of racism and differential treatment on the development of children of color in the U.S. and suggest the following policy implications: (1) Programs to address the achievement gap should begin early. Existing prekindergarten programs, while helpful, probably begin too late in children's development to prevent race differences in school achievement; (2) During the infant, toddler, and preschool years, programs should focus on both parenting skills and high-quality child care; and (3) During the school years, programs should emphasize improvements in instructional quality.
Download or read book Equality of Educational Opportunity written by James S. Coleman and published by . This book was released on 1966 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book RACIAL CONTEXT IMPACT ON STUDENTS UNDERSTANDING OF RACE BIAS AND TALKING WITH YOUNG CHILDREN ABOUT RACE written by Shawnice Johnson and published by . This book was released on 2018 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study explored the impacts of Racial Context (RC) of students from two universities in the U.S. Secondary data was used from a previous study that analyzed the impacts of an anti-bias curriculum on early childhood undergraduate majors' overall understanding of race, bias and the concept of racial awareness development. Further, ways to support racial awareness development among preschoolers was also explored. Results revealed that there were no statistically significant differences in student's initial understanding of race, bias, concept of racial awareness development and comfort in talking to young children about race. Findings also suggest that although there were differences in student's overall understanding, based on pre and post survey analysis, those differences did not yield significance. Overall findings suggest that there is a need for future research to explore the impacts that RC can have on the future of Early Childhood and Family (ECF) majors. In turn, future anti-bias curricula can implement evidence-based strategies that can better enhance its effectiveness, as well as, have sound research that can be generalized to the target population of ECF majors.
Download or read book Handbook of Race Racism and the Developing Child written by Stephen M. Quintana and published by John Wiley & Sons. This book was released on 2008-07-10 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt: Filling a critical void in the literature, Race, Racism, and the Developing Child provides an important source of information for researchers, psychologists, and students on the recent advances in the unique developmental and social features of race and racism in children's lives. Thorough and accessible, this timely reference draws on an international collection of experts and scholars representing the breadth of perspectives, theoretical traditions, and empirical approaches in this field.
