Preschool Participation and the Cognitive and Social Development of Language-Minority Students

Rumberger, Russell W.; Tran, Loan

doi:10.1037/e644812011-001

Cited by 12 publications

(12 citation statements)

References 20 publications

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“…If the nature of the preschool intervention differs across racial groups, analyses that fail to account for these key details may lead to ''apples to oranges'' comparisons. For instance, exposure to preschool, in terms of both hours per week and age at entry, varies by race with Black children starting preschool younger and attending for more hours than their White or Hispanic peers (Gormley & Phillips, 2005;Rumberger & Tran, 2006).…”

Section: Explaining Differential ''Effects''mentioning

confidence: 99%

Do Black and Hispanic Children Benefit More From Preschool? Understanding Differences in Preschool Effects Across Racial Groups

Bassok

2010

Child Development

101

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Recent studies suggest that the effects of attending preschool vary by race. These findings are difficult to interpret because the likelihood of enrolling a child in preschool also differs across groups. This study used newly released, nationally representative data to examine whether the impact of preschool participation at age 4 varies across racial groups after accounting for selection differences (N = 7,400). Among a subsample of children living below a poverty threshold, no racial differences in preschool impact are detected. However, findings suggest that nonpoor Black children benefit substantially more from preschool than their nonpoor White or Hispanic peers. Implications of these findings are discussed toward understanding the potential of large-scale preschool interventions for narrowing racial achievement gaps.

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Section: Explaining Differential ''Effects''mentioning

confidence: 99%

Do Black and Hispanic Children Benefit More From Preschool? Understanding Differences in Preschool Effects Across Racial Groups

Bassok

2010

Child Development

101

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“…Although 70% of kindergarteners attend preschool the year before kindergarten (National Center for Education Statistics, 1999), substantial gaps in attendance are evident by race, ethnicity, and immigrant status (Bainbridge, Meyers, Tanaka, & Waldfogel, 2005;Brandon, 2004;Magnuson, Meyers, Ruhm, & Waldfogel, 2004;Matthews & Ewen, 2006;Waldfogel & Lahaie, 2007). These gaps are problematic because children of immigrants who do not attend preschool are less likely to pass tests of English oral language proficiency than peers who experience early childhood educational settings (Chiswick & DebBurman, 2006;Ishizawa, 2006;Magnuson et al, 2006;Rumberger & Tran, 2006). A pattern of low preschool attendance may set immigrant children on a path of early academic disadvantage that may be exacerbated by problematic school contexts (Crosnoe, 2005;Entwisle & Alexander, 1999).…”

Section: Childcare and School Entrymentioning

confidence: 99%

Early reading achievement of children in immigrant families: Is there an immigrant paradox?

Palacios¹,

Guttmannova²,

Chase‐Lansdale³

2008

Developmental Psychology

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This article examines whether longitudinal reading trajectories vary by the generational status of immigrant children as they begin formal schooling through the 3rd grade. The results of the hierarchical linear model indicated that 1st and 2nd generation children (i.e., those born in a foreign country and those born in the United States to foreign-born parents, respectively) had higher achievement scores at the spring of kindergarten than did 3rd generation children. Yet, controlling for race/ethnicity and maternal education fully reduced the 1st generation advantage. In addition, 1st generation children grew in reading achievement at a faster rate than did 3rd generation children. Controlling for a host of proximal and distal factors that included demographic, race/ethnic, family, and school characteristics somewhat reduced the association between generational status and rate of growth. First and 2nd generation children continued to increase their reading scores at a faster rate than did 3rd generation children. It is likely that additional factors not measured in the Early Childhood Longitudinal Survey-Kindergarten cohort, such as selection, cultural, or motivational factors, would be useful in further explaining the immigrant advantage.

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“…Indeed, one such storm is already on the horizon. Latino children are currently under-represented in pre-K (Rumberger & Tran, 2006) and would doubtless remain so under a universal pre-K program. Since Latino children already do very poorly throughout their school careers (U.S. Department of Education, 2003), the implication is that universal but voluntary pre-K may cause them to fall even further behind other groups.…”

Section: Vivian C Wong Northwestern Universitymentioning

confidence: 99%

The Benefits and Costs of Head Stai and commentaries

Ludwig

Phillips

2007

Social Policy Report

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Preschool Participation and the Cognitive and Social Development of Language-Minority Students

Cited by 12 publications

References 20 publications

Do Black and Hispanic Children Benefit More From Preschool? Understanding Differences in Preschool Effects Across Racial Groups

Do Black and Hispanic Children Benefit More From Preschool? Understanding Differences in Preschool Effects Across Racial Groups

Early reading achievement of children in immigrant families: Is there an immigrant paradox?

The Benefits and Costs of Head Stai and commentaries

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