Attending Kindergarten and Already Behind: A Statistical Portrait of Vulnerable Young Children

Wertheimer, Richard; Croan, Tara; Moore, Kristin Anderson; Hair, Elizabeth C.

doi:10.1037/e317232004-001

Cited by 12 publications

(11 citation statements)

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“…However, not all children enter kindergarten with the necessary school readiness skills. Using data from the Early Childhood Longitudinal Study (ECLS), Kindergarten Class of 1998-99, Wertheimer et al (2003) estimated that 56% of the nation's young children, or 2.2 million, showed challenges in at least one key area of development before entering kindergarten. More recent data from the ECLS-K:2010-11 illustrated differences in school readiness skills across racial/ethnic groups (Mulligan et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

School Readiness Profiles and Growth in Academic Achievement

et al. 2019

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The purpose of this research was to identify the presence of different school readiness profiles and to determine whether profiles could differentially predict academic growth. The Early Childhood Longitudinal Study: 2010-11 (ECLS-K: 2011) public data set was used, and participants were 14,954 first-time kindergarteners. The age of entering kindergarten ranged from 44.81 to 87.98 months with a mean of 76.13 months. In Study 1, a six-dimensional construct of school readiness was used: health, self-regulation, social and emotional development, language development, cognitive development, and approaches to learning. Results revealed 41 profiles with the top six school readiness profiles covering 85% of the sample: (1) Positive Development (28%); (2) Comprehensive At-Risk (24%); (3) Personal and Social Strengths (20%); (4) Cognitive and Language Strengths (5%), (5) Health Strength (5%); and (6) Cognitive, Personal and Social Strengths (3%). Study 2 examined whether school readiness profiles could predict children's reading and math achievement growth using growth curve models. Results showed that different school readiness profile membership had unique academic growth patterns and could predict academic growth above and beyond child and family background variables. Moreover, children with the Positive Development profile had higher academic achievement over time. Children with the Personal and Social Strengths profile had the largest growth rates. In sum, findings support the inclusion of self-regulation as another dimension of school readiness and the important role of personal and social skills in the development of reading and math achievement.

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Section: Introductionmentioning

confidence: 99%

School Readiness Profiles and Growth in Academic Achievement

et al. 2019

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“…Of particular concern are chronic health conditions (also known as chronic developmental problems), which include attention deficit hyperactivity disorder, mental retardation, autism, cerebral palsy, heart disease, poor vision or hearing, and asthma. Kindergarten students with serious health problems tend to lag behind in social and emotional development or cognitive achievement (Wertheimer et al, 2003). Children with developmental problems are also more likely to miss school and be less involved in school and community activities, such as sports or clubs (Blanchard, Gurka, and Blackman, 2006).…”

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Beyond the Epidemiological Paradox: The Health of Mexican‐American Children at Age Five^*

Padilla

Hamilton

Hummer

2009

Social Science Quarterly

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Objective-This study investigates how prenatal demographic, social, and behavioral characteristics of Mexican origin immigrant mothers, which are linked to their relatively healthy birth outcomes, influence the subsequent health of their children in comparison to other racial and ethnic groups.Methods-We use data from the Fragile Families and Child Wellbeing Study of a cohort of 2,819 children born between 1998 and 2000 to analyze chronic health conditions at age 5 using logistic regression models.Results-Multivariate analyses revealed no significant differences in chronic health conditions at age 5 between children of Mexican immigrant mothers and non-Hispanic white children, controlling for socioeconomic status and access to health care. In contrast, children of U.S.-born Mexican American mothers had significantly higher odds of chronic conditions compared to nonHispanic white children. Social support and health care use are related to child health outcomes but do not explain racial and ethnic differences.Conclusions-Health policy must respond in order to help maintain the healthy outcomes of Mexican American children of immigrants and reverse the deteriorating health of children in subsequent generations, in light of considerable socioeconomic disadvantage and inadequate access to health care.In spite of their healthy birth outcomes in comparison to other racial and ethnic groups, there are serious concerns that Mexican American children are at risk for health problems and developmental deficiencies during their early years (Flores et al., 2002;Guendelman, 1998). Known as the epidemiological paradox (Markides and Coreil 1986), the phenomenon of relatively healthy birth outcomes among Mexican Americans despite high poverty rates, low levels of education, and limited access to health care has been extensively studied, but research on this population has for the most part not extended to childhood health. This gap was succinctly summarized by Guendelman (1998: 282) who, in a review of Hispanic health, stated that "a question remains whether the protective factors available during pregnancy continue to sustain the health of Hispanic children after they are born."It is important to monitor the health of Mexican American children through early childhood because this critical period -between ages 3 and 5 -marks the transition to school (BrooksGunn, Fuligni, and Berlin, 2003). A child's physical and mental health sets the stage for school readiness and subsequent educational attainment. Of particular concern are chronic health conditions (also known as chronic developmental problems), which include attention deficit hyperactivity disorder, mental retardation, autism, cerebral palsy, heart disease, poor Direct correspondence to Yolanda C. Padilla, School of Social Work, University of Texas at Austin, 1 University Station D3500, Austin, Texas 78712 or ypadilla@mail.utexas.edu. Yolanda C. Padilla will provide all data and coding information to those wishing to replicate the study. NIH Public Access Author Manus...

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“…[3][4][5][6] The gap between evidence-based WCC and WCC as delivered persists despite pediatricians' desires to do a better job at providing these services. Limitations on time, resources, and training contribute to the gap, as do other systems-level barriers.…”

Section: Introductionmentioning

confidence: 99%

Using Implementation and Dissemination Concepts to Spread 21st-century Well-Child Care at a Health Maintenance Organization

Beck

Bergman

Rahm³

et al. 2009

TPJ

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Attending Kindergarten and Already Behind: A Statistical Portrait of Vulnerable Young Children

Cited by 12 publications

References 0 publications

School Readiness Profiles and Growth in Academic Achievement

School Readiness Profiles and Growth in Academic Achievement

Beyond the Epidemiological Paradox: The Health of Mexican‐American Children at Age Five^*

Using Implementation and Dissemination Concepts to Spread 21st-century Well-Child Care at a Health Maintenance Organization

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Attending Kindergarten and Already Behind: A Statistical Portrait of Vulnerable Young Children

Cited by 12 publications

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School Readiness Profiles and Growth in Academic Achievement

School Readiness Profiles and Growth in Academic Achievement

Beyond the Epidemiological Paradox: The Health of Mexican‐American Children at Age Five*

Using Implementation and Dissemination Concepts to Spread 21st-century Well-Child Care at a Health Maintenance Organization

Contact Info

Product

Resources

About

Beyond the Epidemiological Paradox: The Health of Mexican‐American Children at Age Five^*