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Fei Tan – ProQuest LLC, 2024
Significant socioeconomic disparities exist across the neighborhoods where children grow up today, which may exacerbate inequities in children's educational opportunities (Leventhal et al., 2015; Leventhal & Dupere, 2019; Mijs & Roe, 2021; Reardon et al., 2018). Prior research documents associations between neighborhood socioeconomic…
Descriptors: Neighborhoods, Socioeconomic Status, Educational Quality, Kindergarten
Megan Luckey – ProQuest LLC, 2024
Grade-level retention is a common educational practice with the goal of improving academic performance, but the evidence of its influence is mixed. This study examines the academic effect of repeating kindergarten, first grade, second grade, or third grade on English Language Arts performance at the end of fourth grade. This study also examines…
Descriptors: Language Arts, Grade Repetition, Achievement Gap, Teacher Attitudes
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Christopher Dignam; James A. Gates; Matthew A. Cooney – International Journal of Educational Leadership Preparation, 2024
Public school board members are charged with the responsibility and accountability to provide governance-level advocacy for equity and excellence in public education. This qualitative study examined the perceptions of school board members in three K--8 school districts in the midwestern part of the United States regarding the 50+ year Race-Based…
Descriptors: Governance, School Districts, Educational Administration, Leadership
Domingue, Benjamin W.; Hough, Heather J.; Lang, David; Yeatman, Jason – Policy Analysis for California Education, PACE, 2021
We use data from oral reading fluency (ORF) assessments to examine COVID-19's effects on children's ORF in over 100 U.S. school districts. Students' development of ORF largely stopped in spring 2020 following the onset of the COVID-19 pandemic. In fall 2020, students' gains in reading were stronger and similar to prepandemic rates. However, fall…
Descriptors: COVID-19, Pandemics, Oral Reading, Reading Fluency
Domingue, Benjamin W.; Hough, Heather J.; Lang, David; Yeatman, Jason – Policy Analysis for California Education, PACE, 2021
Education has faced unprecedented disruption during the COVID-19 pandemic; evidence about the subsequent effect on children is of crucial importance. We use data from an oral reading fluency (ORF) assessment--a rapid assessment taking only a few minutes that measures a fundamental reading skill--to examine COVID's effects on children's reading…
Descriptors: COVID-19, Pandemics, Oral Reading, Reading Fluency
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Quinn, David M.; Le, Q. Tien – AERA Open, 2018
Scholars have argued that schools are "equalizers" because inequalities in test scores by race/ethnicity and socioeconomic status (SES) grow faster over summer vacation than over the school year. In this study, we use nationally representative data from the Early Childhood Longitudinal Study--Kindergarten Classes of 1998-1999 and…
Descriptors: Academic Achievement, Equal Education, Children, Longitudinal Studies
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Compton-Lilly, Catherine – Urban Education, 2020
This article reveals inequity as a longitudinal construction involving the cumulation of micro/macroaggressions for children who live in high-poverty communities and attend poorly funded schools. Drawing on critical race theory and empirical research that documents forms of micro/macroaggression, a longitudinal analysis is used to identify forms…
Descriptors: Aggression, Poverty, Disadvantaged Schools, Longitudinal Studies
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Little, Michael – Educational Researcher, 2017
This brief leverages the first ever nationally representative data set with a direct assessment of elementary school-aged children's executive function skills to examine racial and socioeconomic gaps in performance. The analysis reveals large gaps in measures of working memory and cognitive flexibility, the two components of executive function…
Descriptors: Children, Longitudinal Studies, Surveys, Executive Function
Schilder, Diane – Center on Enhancing Early Learning Outcomes, 2018
The New York State Department of Education (NYSED) has been supporting selected districts in the planning and implementation of PreK-3rd Grade systems. NYSED is supporting the use of the Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches developed by Kauerz and Coffman (2013). Recognizing the ultimate goal of PreK-3rd…
Descriptors: Primary Education, Preschool Education, Kindergarten, Grade 1
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Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve – Educational Researcher, 2016
We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children's own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child-…
Descriptors: Science Instruction, Science Achievement, Achievement Gap, Regression (Statistics)
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Puccioni, Jaime – Journal of Educational Research, 2015
The author empirically tests the conceptual model of academic socialization, which suggests that parental cognitions about schooling influence parenting practices and child outcomes during the transition to school (Taylor, Clayton, & Rowley, 2004). More specifically, the author examines associations among parents' conceptions of school…
Descriptors: Academic Achievement, Parent Attitudes, Parents, Socialization
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Sohn, Kitae – Education Economics, 2012
We apply a quantile version of the Oaxaca-Blinder decomposition to estimate the counterfactual distribution of the test scores of Black students. In the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), we find that the gap initially appears only at the top of the distribution of test scores. As children age, however,…
Descriptors: Academic Achievement, Scores, Kindergarten, Racial Differences
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Cornwell, Christopher; Mustard, David B.; Van Parys, Jessica – Journal of Human Resources, 2013
Using data from the 1998-99 ECLS-K cohort, we show that the grades awarded by teachers are not aligned with test scores. Girls in every racial category outperform boys on reading tests, while boys score at least as well on math and science tests as girls. However, boys in all racial categories across all subject areas are not represented in…
Descriptors: Gender Differences, Grades (Scholastic), Scores, Reading Tests
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Sorhagen, Nicole S. – Journal of Educational Psychology, 2013
This research used prospective longitudinal data to examine the associations between first-grade teachers' over- and underestimation of their students' math abilities, basic reading abilities, and language skills and the students' high school academic performance, with special attention to the subject area and moderating effects of student…
Descriptors: Elementary School Teachers, Grade 1, Longitudinal Studies, Teacher Expectations of Students
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Raskin, Candace F.; Haar, Jean M.; Zierdt, Ginger – AASA Journal of Scholarship & Practice, 2011
Studies illustrate that achievement gaps between poor and non-poor children already exist at kindergarten (Lee & Burkham, 2002). The larger the gap at the time children enter school, the harder it is to close the gap. This article reviews a case study of one Midwest school district and their attempt at reducing the achievement gap through the…
Descriptors: Achievement Gap, Economically Disadvantaged, Advantaged, Academic Achievement
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