NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Grannis, Kerry Searle; Sawhill, Isabel – Center on Children and Families at Brookings, 2013
There is ample evidence that children born to poorer families do not succeed at the same rate as children born to the middle class. On average, low-income children lag behind on almost every cognitive, behavioral, emotional, and health measure. These gaps start early--some of the newest research suggests that cognitive gaps are detectable in…
Descriptors: Models, Quality of Life, Social Indicators, Child Development
Peer reviewed Peer reviewed
Direct linkDirect link
Sullivan, Jeremy R.; Winter, Suzanne M.; Sass, Daniel A.; Svenkerud, Nicole – Journal of Research in Childhood Education, 2014
Many tests provide users with several different types of scores to facilitate interpretation and description of students' performance. Common examples include raw scores, age- and grade-equivalent scores, and standard scores. However, when used within the context of assessing growth among young children, these scores should not be interchangeable…
Descriptors: Young Children, Child Development, Scores, Raw Scores
Gamoran, Adam; Turley, Ruth N. Lopez; Turner, Alyn; Fish, Rachel – Online Submission, 2012
Disadvantages faced by Hispanic children in the U.S., compared to non-Hispanic Whites, have been widely reported. Economic differences account for some of the gaps, but the social isolation of Hispanic families also serves as a barrier to children's success. Whereas Hispanic families tend to have strong kinship networks, their social ties often do…
Descriptors: After School Programs, School Activities, Whites, Social Capital
Peer reviewed Peer reviewed
Direct linkDirect link
Olmsted, Murrey G.; Bailey, Donald B., Jr.; Raspa, Melissa; Nelson, Robin E.; Robinson, Nyle D.; Simpson, Mary Ellen; Guillen, Chelsea – Topics in Early Childhood Special Education, 2010
In this study, the authors use data from two states to compare how families participating in early intervention who completed a Spanish version of the Family Outcomes Survey (FOS) (n = 291) compared with Hispanic (n = 486) and non-Hispanic (n = 2,363) families who completed the English version. In general, most families reported positive outcomes,…
Descriptors: Early Intervention, Factor Analysis, Spanish Speaking, Outcomes of Education
Gamoran, Adam; Turley, Ruth Lopez; Turner, Alyn; Fish, Rachel – Society for Research on Educational Effectiveness, 2010
The purpose of this study is to test the effects on children's social, behavioral, and academic outcomes of an intervention, Families and Schools Together (FAST), when implemented in two novel ways: (a) in schools with predominantly Latino children and (b) on an entire grade-level cohort instead of with individual families targeted for the…
Descriptors: Intervention, Prevention, Parent Participation, Academic Achievement
Young, William T. – 1971
The overall purpose of this study was the investigation of the singing abilities of kindergarten and first grade children. Information was sought concerning the following: (1) the maximum singing range of preschool children compared to that of first grade children, (2) the range within which accurate singing could be expected from the majority of…
Descriptors: Blacks, Child Development, Comparative Analysis, Data Collection