Research Findings: This study illustrated whether and how ecological environments are associated with language-minority students' (N = 12,500) math and reading development from kindergarten to the eighth grade. Results identified the robust effects of preschool type, kindergarten length, classroom activities, parent-child reading, parent…

In this study, we explored Pre-K through 3rd-grade children's home learning environments and caregivers' perceptions, strategies, and attitudes regarding home learning during the COVID-19 pandemic. Participants included 10 caregivers and their Pre-K through 3rd-grade children. Data were collected via caregiver and child interviews, and a caregiver…

Evidence has suggested that preschool and kindergarten experiences affect the cognitive and social-emotion development of language-minority students (LMS). This quantitative study aims to illustrate the LMS' preschool and kindergarten experience by investigating the preschool and kindergarten experience, family environment, and school environment.…

In this research, Emotional Quotient (EQ) levels of 3rd grade primary school students are investigated with respect to a number of psycho-social variables. The EQ level is examined according to the income status of the family, education level and professions of parents and etc. Whether its environment makes a significant difference on eq when…

Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated…

Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD), this dissertation examined the relationship between pre-K quality and children's academic achievement at 54 months and in first, third, and fifth grades, controlling for child and family covariates and the…

Propensity score matching was used to compare third-grade test scores in English language arts, mathematics, science, and social studies for children who had and had not participated in Georgia's Pre-K 4 years earlier. After matching, each group included 46,262 children (mean age 8.36 years in third grade). In all subject areas, children who had…

This article reports on the findings of an empirical study that examined elementary school teachers' views about the English language learners' (ELLs) program placement assessment, and progress assessment. Specifically, the interviews in the study explored teachers' perspectives on the effectiveness of these assessments and the connection between…

One-quarter of the Head Start population has a mother who participated in the program as a child. This study uses experimental Head Start Impact Study (HSIS) data on 3- and 4-year-olds (N = 2,849) to describe multigenerational Head Start families and their program experiences. In sharp contrast to full-sample HSIS findings, Head Start has large,…

During the 2016-2017 school year, the Houston Independent School District (HISD) Family and Community Empowerment (FACE) Department implemented a parent engagement program for 5,281 students enrolled at nine participating campuses. This evaluation examined the relationships between parents' attendance at APTT program group meetings and students'…

A number of studies, both small scale and of nationally-representative student samples, have reported substantial associations between school entry math ability and later elementary school achievement. However, questions remain regarding the persistence of the association between early growth in math ability and later math achievement due to the…

Many risk factors have been identified for children entering Kindergarten. Many at-risk children eventually get classified as having a Specific Learning disability. Some of these risk factors include having a primary home language other than English (Hosp & Reschly, 2004), having non-intact families (Pong, 1997), being of minority status…