Racial/Ethnic Differences in Effects of Welfare Policies on Early School Readiness and Later Achievement

Autor/inn/en	Yoshikawa, Hirokazu; Gassman-Pines, Anna; Morris, Pamela A.; Gennetian, Lisa A.; Godfrey, Erin B.
Titel	Racial/Ethnic Differences in Effects of Welfare Policies on Early School Readiness and Later Achievement
Quelle	In: Applied Developmental Science, 14 (2010) 3, S.137-153 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
Schlagwörter	School Readiness; Reading Achievement; Academic Achievement; Job Training; Whites; Mathematics Achievement; Adult Education; Comparative Analysis; Hispanic Americans; African Americans; Welfare Services; Influences; Child Development; Surveys; California; Michigan + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Leseleistung; Schulleistung; Berufsqualifizierender Bildungsgang; White; Weißer; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hispanic; Hispanoamerikaner; Afroamerikaner; Fürsorgeeinrichtung; Influence; Einfluss; Einflussfaktor; Kindesentwicklung; Survey; Umfrage; Befragung; Kalifornien
Abstract	This study examined whether the effects of employment-based policies on children's math and reading achievement differed for African American, Latino and Caucasian children of welfare receiving parents, and if so, why. Two kinds of employment policies were examined: "education-first" programs with an emphasis on adult education and job training; and "work-first" programs with an emphasis on immediate employment. With data from two- and five-year follow-ups in four experimental demonstrations in Grand Rapids, Michigan (N = 591) and Riverside County, California (N = 629), there was evidence of small positive effects of the Grand Rapids and Riverside education-first programs on African American and Latino children's school readiness and math scores. An opposite pattern of effects emerged among Caucasian children. In one of the two sites, we found that Latino parents' higher levels of goals for pursuing their own education appeared to explain why their children benefited to a greater degree from the program than their Caucasian counterparts. (Contains 7 tables and 4 figures.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10