This study leverages six years of public prekindergarten (pre-K) and kindergarten data (N = 22,469) from the Boston Public Schools (BPS) to examine enrollment in BPS pre-K from 2012-2017 for students from different racial/ethnic, socioeconomic, and linguistic groups. The largest differences in enrollment emerged with respect to race and…

Given that reading at the third-grade level by the end of third grade is a predictor of future academic success, the purpose of this study was to determine if receiving or revoking English Language (EL) services had an impact on students' ability to read at a third-grade level by the end of third grade. In this quantitative study, the scores of…

Minnesota has a persistent and substantial student achievement gap based on race and family income. There are also substantial achievement gaps between native English speakers and English learners (Minnesota Compass, n.d.). In 2019, Saint Paul Promise Neighborhood (SPPN) worked with Hmong American Partnership (HAP) and Saint Paul Public Schools…

Background: To evaluate the effect on problem behaviors of a universal school-based prevention curriculum of third grade students. Methods: Six regular classes in 1 elementary school were randomly assigned to an intervention (n = 208) or control (n = 209) group. A 13-session program was offered to students in the intervention group. The Achenbach…

Using data from a national multiethnic, longitudinal study of children, this study examined the process of how parents' educational attainment is related to children's achievement through the beliefs and behaviors of parents and how this influence varies by race/ethnicity. Measures of socioeconomic status, parental expectations for educational…

A latent growth model was used to investigate the longer term efficacy of phonics and integrated language arts instruction as well as amount of such instruction on children's reading development, using the nationally representative Early Childhood Longitudinal Study data set (kindergarten through fifth grade). Type and amount of instruction were…