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Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School
Valerie E. Lee,David T. Burkam +1 more
TLDR
This paper argued that it is unreasonable to expect schools to completely eliminate any large pre-existing inequalities soon after children first enter the education system, especially if those schools are under-funded and over-challenged.Abstract:
But the inequalities facing children before they enter school are less publicized. We should expect schools to increase achievement for all students, regardless of race, income, class, and prior achievement. But it is unreasonable to expect schools to completely eliminate any large pre-existing inequalities soon after children first enter the education system, especially if those schools are under-funded and over-challenged.read more
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School Readiness and Later Achievement
Greg J. Duncan,Chantelle J. Dowsett,Amy Claessens,Katherine Magnuson,Aletha C. Huston,Pamela Kato Klebanov,Linda S. Pagani,Leon Feinstein,Mimi Engel,Jeanne Brooks-Gunn,Holly R. Sexton,Kathryn Duckworth,Crista Japel +12 more
TL;DR: A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills, while measures of socioemotional behaviors were generally insignificant predictors of later academic performance.
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Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement:
TL;DR: It is found that teachers’ mathematical knowledge was significantly related to student achievement gains in both first and third grades after controlling for key student- and teacher-level covariates.
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SES differences in language processing skill and vocabulary are evident at 18 months
TL;DR: Findings were that significant disparities in vocabulary and language processing efficiency were already evident at 18 months between infants from higher- and lower-SES families, and by 24 months there was a 6-month gap between SES groups in processing skills critical to language development.
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Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs
Diane M. Early,Kelly Maxwell,Margaret Burchinal,Soumya Alva,Randall Bender,Donna M. Bryant,Karen Cai,Richard M. Clifford,Caroline Ebanks,James A. Griffin,Gary T. Henry,Carollee Howes,Jeniffer Iriondo-Perez,Hyun-Joo Jeon,Andrew J. Mashburn,Ellen Peisner-Feinberg,Robert C. Pianta,Nathan Vandergrift,Nicholas Zill +18 more
TL;DR: It is found that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains, and raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.
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Talking to Children Matters: Early Language Experience Strengthens Processing and Builds Vocabulary
Adriana Weisleder,Anne Fernald +1 more
TL;DR: Mediation analyses showed that the effect of child-directed speech on expressive vocabulary was explained by infants’ language-processing efficiency, which suggests that richer language experience strengthens processing skills that facilitate language growth.