Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry

Autor/inn/en	Reardon, Sean F.; Portilla, Ximena A.
Titel	Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
Quelle	In: AERA Open, 2 (2016) 3, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Kindergarten; School Readiness; Achievement Gap; Low Income Students; White Students; Hispanic American Students; African American Students; Children; Surveys; Longitudinal Studies; Educational Trends; Reading Achievement; Mathematics Achievement; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Child; Kind; Kinder; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsentwicklung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Academic achievement gaps between high- and low-income students born in the 1990s were much larger than between cohorts born two decades earlier. Racial/ethnic achievement gaps declined during the same period. To determine whether these two trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic achievement, self-control, externalizing behavior, and a measure of students' approaches to learning, for cohorts born from the early 1990s to the 2000-2010 midperiod. We use data from nationally representative samples of kindergarteners (ages 5-6) in 1998 (n = 20,220), 2006 (n = 6,600), and 2010 (n = 16,980) to estimate trends in racial/ethnic and income school readiness gaps. We find that readiness gaps narrowed modestly from 1998 to 2010, particularly between high- and low-income students and between White and Hispanic students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01