Foreign language learning is generally not required in the United States, despite its link to various cognitive and social benefits later in life. Students who speak a home language different from the instructional language of school may experience unique benefits when learning additional languages in school. The present study examined whether…

Contemporary perspectives on emergent literacy in preschool emphasize the importance of providing developmentally appropriate, authentic, early writing experiences and supporting students' home language and culture. The current study analyzed kindergarten outcomes for 82 linguistically diverse, low-income children (60% Black, 40% Latino) who…

We analyzed data from a large-scale (N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school.…

This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized…

Little is known about the early educational performance of children in migrant farmworker families. The authors examined the school readiness and early school success of 289 four-year-old preschool children of migrant families attending Redlands Christian Migrant Association centers. Children's school readiness was assessed and public school…

Research Findings: Recent research and teacher reports have highlighted the importance of early behavior skills for children's school readiness and academic success in elementary school. Significant gaps in school readiness and achievement exist between children in poverty and those more affluent. Low-income children are also more likely to…

Concern about kindergarten retention is on the rise within the current climate of high-stakes testing and escalating kindergarten expectations. Kindergarten retention has been linked in previous research to various risk factors such as poverty, low maternal education, single parent status, minority status, English language learner (ELL) status,…

Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school…

Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as…