Economically Disadvantaged Children's Transitions into Elementary School: Linking Family Processes, School Contexts, and Educational Policy

Autor/inn/en	Crosnoe, Robert; Cooper, Carey E.
Titel	Economically Disadvantaged Children's Transitions into Elementary School: Linking Family Processes, School Contexts, and Educational Policy
Quelle	In: American Educational Research Journal, 47 (2010) 2, S.258-291 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831209351564
Schlagwörter	At Risk Students; Teacher Qualifications; Economically Disadvantaged; Disadvantaged Youth; Academic Achievement; Teaching Experience; Low Income Groups; Elementary Schools; Preschool Children; Child Rearing; Human Capital; Stress Variables; Parenting Styles; Parents; Classroom Techniques; Family Influence; Kindergarten; Family Relationship; Depression (Psychology); Behavior Problems; Age Differences; Gender Differences; Racial Differences; Employment Level; Preschool Education; African Americans; Whites; Hispanic Americans; Asian Americans; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Lehrqualifikation; Benachteiligter Jugendlicher; Schulleistung; Elementary school; Grundschule; Volksschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindererziehung; Humankapital; Eltern; Klassenführung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rassenunterschied; Beschäftigungsgrad; Afroamerikaner; White; Weißer; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA
Abstract	Working from a core perspective on the developmental implications of economic disadvantage, this study attempted to identify "family-based" mechanisms of economic effects on early learning and their potential "school-based" remedies. Multilevel analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that the accumulation of markers of economic disadvantage reduced math and reading testing gains across the primary grades. Such disparities were partially mediated by corresponding differences in children's socioemotional problems, parenting stress, and parents' human capital investments. These patterns appeared to be robust to observed and unobserved confounds. Various teacher qualifications and classroom practices were assessed as moderators of these family mediators, revealing teacher experience in grade level as a fairly consistent buffer against family-based risks for reading. (Contains 4 tables, 1 figure and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10