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Applied Longitudinal Data Analysis Modeling Change And Event Occurrence

Carola Suarez-Orozco, Marcelo M. Suarez-Orozco and Irina Todorova, Learning a New Land: Immigrant Students in American Society Cambridge, MA: Harvard University Press, 2008, 440 pp., $29.95 hb. (IS...

Learning a New Land: Immigrant Students in American Society

"Meaningful Differences in the Everyday Experience of Young American Children" is the story of the landmark research study that uncovered the widely cited &#34word gap" between children from low-income homes and their more economically advantaged peers. This groundbreaking research has spurred hundreds of studies and programs, including the White Housea s "Bridging the Word Gap" campaign and "Too Small to Fail," a joint initiative of the Bill, Hillary, and Chelsea Clinton foundation. Betty Hart and Todd Risley wanted to know why, despite best efforts in preschool programs to equalize opportunity, children from low-income homes remain well behind their more economically advantaged peers years later in school. Each month, they recorded one full hour of every word spoken at home between parent and child in 42 families, categorized as professional, working class, or welfare families. Two and a half years of coding and analyzing every utterance in 1,318 transcripts followed. By age 3, the recorded spoken vocabularies of the children from the professional families were larger than those of the parents in the welfare families. Between professional and welfare parents, there was a difference of almost 300 words spoken per hour. Extrapolating this verbal interaction to four years, a child in a professional family would accumulate experience with almost 45 million words, while an average child in a welfare family would hear just 13 million coining the phrase "the 30 million word gap." The implications of this painstaking study are staggering: Hart and Risley's follow-up studies at age 9 show that the large differences in children's language experience were tightly linked to large differences in child outcomes. As the authors note in their preface to the 2002 printing of "Meaningful Differences," "the most important aspect to evaluate in child care settings for very young children is the amount of talk actually going on, moment by moment, between children and their caregivers." By giving children positive interactions and experiences with adults who take the time to teach vocabulary, oral language concepts, and emergent literacy concepts, children should have a better chance to succeed at school and in the workplace. Learn more about how parent and children's language interactions affect learning to talk in Hart & Risley's companion book The Social World of Children Learning to Talk."

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Meaningful Differences in the Everyday Experience of Young American Children

absence of mandatory retirement, post-tenure review, and the new criticisms of tenure, which have tended to come from the right. The Casefor Tenure is a wonderful book and its publication comes at a very opportune time. While as an economist I naturally resonate with the economic arguments in support of a tenure system, its more basic goal of protecting academic freedom and allowing scholarship on controversial subjects of inquiry to flourish should not be minimized. This point was brought home to me personally during the late 1970s when three trustees at the institution I now help lead tried to block my promotion to full professor because they thought testimony I had given in a regulatory case attacked a segment of our society that they represented. The president of my great university ruled them out of order, but the event left me with a profound appreciation of the importance of tenure.' Finkin makes far too many insightful points to summarize, but two are worthy of mention here. First, tenure does not guarantee lifetime employment. It merely shifts the \"property right\" to a position from the academic institution to the tenured faculty member. The faculty member may be dismissed for 'just cause,\" but only after a process that assures that the faculty member received due process and that judgments about performance involve faculty participation. Properly designed systems of posttenure review are fully consistent with the tenure system. Similarly, tenured faculty members can be dismissed if economic conditions (\"financial exigency\") warrant the closure of their school, program, or department, but only as a last resort and after all other responsible means of dealing with the problem have been exhausted. Second, although academic institutions as we know them go back hundreds of years, tenure as we know it only became a widespread academic practice with thejoint adoption of the 1940 Statement of Principles on Academic Freedom and Tenure by the AAUP and the American Association of Colleges. One might wish to be able to turn to a long history to justify continuance of the tenure system; however, the argument must be based on a comparison of its

Succeeding generations: On the effects of investments in children.

Many surveys of respondents from multiple countries or subnational regions have now been fielded on multiple occasions. Social scientists are regularly using multilevel models to analyse the data generated by such surveys, investigating variation across both space and time. We show, however, that such models are usually specified erroneously. They typically omit one or more relevant random effects, thereby ignoring important clustering in the data, which leads to downward biases in the standard errors. These biases occur even if the fixed effects are specified correctly; if the fixed effects are incorrect, erroneous specification of the random effects worsens biases in the coefficients. We illustrate these problems using Monte Carlo simulations and two empirical examples. Our recommendation to researchers fitting multilevel models to comparative longitudinal survey data is to include random effects at all potentially relevant levels, thereby avoiding any mismatch between the random and fixed parts of their models.

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The Random Effects in Multilevel Models: Getting Them Wrong and Getting Them Right

Ziel des vorliegenden Beitrags ist die Erklarung ethnischer Bildungsungleichheit zu Schulbeginn am Beispiel der Schulfahigkeit, wobei besonders auf den Kindergartenbesuch als Erklarungsfaktor fokussiert wird. Es wird angenommen, dass der Start der Schulkarriere durch die in der Vorschulzeit erworbenen Kompetenzen der Kinder gepragt wird. Mit den Daten der Osnabrucker Schuleingangsuntersuchung der Jahrgange 2000 bis 2005 lassen sich ethnische Unterschiede am Ende der Vorschulzeit nachweisen. Diese bleiben auch bei Kontrolle des Familienhintergrunds bestehen. Unter Berucksichtigung der Kindergartenbesuchsdauer wird der Effekt der ethnischen Herkunft auf die Schulfahigkeit reduziert und verschwindet vollstandig bei zusatzlicher Kontrolle der kognitiven und sprachlichen Kompetenzen. Weitergehende Analysen zeigen, dass der Kindergartenbesuch sowohl direkt als auch indirekt (uber die kognitiven und sprachlichen Kompetenzen) auf die Schulfahigkeit wirkt. Die Ergebnisse stellen die zentrale Bedeutung des Kindergartenbesuchs im Rahmen der vorschulischen Bildung heraus.

Ethnische Bildungsungleichheit zu Schulbeginn

Ethnic inequality in education is a well-established topic among the scientific community. We assume that ethnic inequality is constituted early in life-before a child has even started school. Differences between natives and immigrants with regard to preschool attendance (if, when, and which preschool is attended) may account for some of the ethnic educational inequality upon entering school. We use the school entrance examination data of the City of Osnabruck (Germany) for the years 2000-2005 to analyse the school readiness of 6- to 7-year-old children as an indicator of early school success. It is apparent that the amount of preschool experience improves school readiness, even when controlling for family background. While this is true for all children, immigrant children nonetheless exhibit lower scores on school readiness when all these individual explaining factors are controlled for. Multilevel analysis shows that the ethnic effect differs among preschools. A preschool's influence depends on its social composition: preschools with a beneficial social composition are better able to promote children's development than those with a poorer learning context. Immigrant children benefit particularly from longer attendance at preschools with a positive context.

https://www.mcgill.ca/iris/files/iris/Panel7.2Biedinger.pdf

Early Ethnic Educational Inequality: The Influence of Duration of Preschool Attendance and Social Composition

Educational inequality is a well-established topic among the scientific community in Western countries. Major individual differences emerge well before children arrive at school. Therefore the following analysis deals with the explanation of early differences in cognitive outcomes. However, there is not much research done in Germany. The main question is if the strong effect of the educational background and the home environment on their outcomes and on the improvement exists as well. To test this, data of the project “Preschool Education and Educational Careers among Migrant Children” was used. The results of structural equation models confirm that the home environment and the education of the parents are important for children's outcomes at the age of 3 to 4. In addition both factors also play a major role for the explanation of the improvement of the cognitive abilities. The results show that in Germany the home environment and parental education are important predictors of cognitive abilities. As a main result the study shows that it is very important to control for earlier abilities of the children and to encourage low educated parents to be active with their children, since in that way they can compensate for their lower educational background.

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The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany

This article analyzes the longitudinal development of differences in academic skills between children of Turkish origin and children of native-born German parents from age 3 to 6 in Germany with a focus on the role of immigrant parents’ acculturation to the receiving society. Growth curve models show that Turkish-origin children start with lower test scores at the age of 3 regarding German language skills and cultural knowledge but not with respect to cognitive skills. The difference in the language domain decreases until the age of 6 while it increases regarding children’s cultural knowledge. Immigrant parents’ acculturation to the receiving country is positively related with all three academic skill domains. The results point to the importance of early intervention strategies.

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The Development of Cognitive, Language, and Cultural Skills From Age 3 to 6 A Comparison Between Children of Turkish Origin and Children of Native-Born German Parents and the Role of Immigrant Parents’ Acculturation to the Receiving Society

A lot of research has been devoted to explaining immigrants' acquisition of the language of the receiving country. However, less attention has been paid to explaining the acquisition of the heritage language among children of immigrants. The most important determinant for young children is exposure to the language. Language exposure can occur in various contexts, such as within the family, during preschool, through peers or via media. Our empirical analysis therefore explores which of these contexts is most statistically significant for the acquisition of the heritage language among children of Turkish immigrants. Using data from the project Preschool Education and Educational Careers among Migrant Children, we show that all contexts are important at different age levels but the acquisition of the heritage language is mainly determined by the exposure to it within the family.

Nicole Biedinger

Papers

Ethnische Bildungsungleichheit zu Schulbeginn

Early Ethnic Educational Inequality: The Influence of Duration of Preschool Attendance and Social Composition

The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany

The Development of Cognitive, Language, and Cultural Skills From Age 3 to 6 A Comparison Between Children of Turkish Origin and Children of Native-Born German Parents and the Role of Immigrant Parents’ Acculturation to the Receiving Society

Turkish-language ability of children of immigrants in Germany