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The Transition into Kindergarten for English Language Learners
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Ansari, Arya; Crosnoe, Robert – Grantee Submission, 2018
The transition into kindergarten often serves as the basis for long-term disparities in educational attainment because initially small differences in early learning widen throughout the K-12 educational system. Given the long-standing disparities in their academic achievement related to being of low socioeconomic status and a racial/ethnic…
Descriptors: Kindergarten, English Language Learners, School Readiness, Academic Achievement
The Influence of Parental Warmth and Stress on Reading through Approaches to Learning: Racial/Ethnic Variation
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Tatiana Hill; Natalia Palacios – Grantee Submission, 2021
When identifying parental socialization processes influencing children's reading achievement, building self-regulation is a potential underlying mechanism. Yet socialization (i.e., warmth, stress) of self-regulation may vary based on the sociocultural context of ethnic minority families. Using the ECLS-K: 2011 (N = 17,020; M[subscript Age] = 73.43…
Descriptors: Parent Child Relationship, Socialization, Reading Achievement, Race
Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management
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Elise T. Pas; Kristine Larson; Wendy Reinke; Keith Herman; Catherine P. Bradshaw – Grantee Submission, 2016
Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…
Descriptors: Culturally Relevant Education, Teaching Methods, Minority Group Students, Discipline Problems
How Does the Neighborhood "Come through the Door?" Concentrated Disadvantage, Residential Instability, and the Home Environment for Preschoolers
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May, Emily M.; Azar, Sandra T.; Matthews, Stephen A. – Grantee Submission, 2018
Living in a disadvantaged neighborhood is associated with heightened risk for poor school readiness and health outcomes in early childhood, and the home environment is thought to be a primary mechanism by which neighborhood context impacts preschoolers. This study examined the effects of neighborhood concentrated disadvantage and neighborhood…
Descriptors: Disadvantaged Youth, Neighborhoods, At Risk Students, School Readiness
Who Receives Speech/Language Services by 5 Years of Age in the United States?
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Morgan, Paul L.; Hammer, Carol Scheffner; Farkas, Geroge; Hillemeier, Marianne M.; Maczuga, Steve; Cook, Michael; Morano, Stephanie – Grantee Submission, 2016
Purpose: We sought to identify factors predictive of or associated with receipt of speech/language services during early childhood. We did so by analyzing data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; Andreassen & Fletcher, 2005), a nationally representative dataset maintained by the U.S. Department of Education. We…
Descriptors: Young Children, Speech Language Pathology, Intervention, Delayed Speech
Racial and Ethnic Disparities in ADHD Diagnosis from Kindergarten to Eighth Grade
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Morgan, Paul L.; Staff, Jeremy; Hillemeier, Marianne M.; Farkas, George; Maczuga, Steven – Grantee Submission, 2013
Objective: Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur across early and middle childhood is currently unknown. We examined the over-time dynamics of race/ethnic disparities in diagnosis from kindergarten to eighth grade and disparities in treatment in fifth and eighth…
Descriptors: Racial Differences, Ethnic Groups, Attention Deficit Hyperactivity Disorder, Children