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Direct linkIruka, Iheoma U.; Morgan, Jenille – Journal of Negro Education, 2014
This study uses the Early Childhood Longitudinal Study-Birth Cohort to examine the multidimensional patterns of quality experienced by African American children based on approximately 350 classrooms. Quality was based on indicators of provisions for learning, health and safety, sensitive caregiving, and frequency of academic activities.…
Descriptors: Children, Longitudinal Studies, Surveys, Educational Quality
Iruka, Iheoma U.; Curenton, Stephanie M.; Gardner, Shari – Journal of Negro Education, 2015
Policy research highlights educational disparity between Blacks and Whites, thereby, emphasizing the need to determine malleable ecological factors that support the positive development and learning of Black children during the early schooling years. The purpose of this study was to examine whether change in home environment and neighborhood were…
Descriptors: Family Environment, Neighborhoods, Environmental Influences, African American Children
Baker, Claire E.; Rimm-Kaufman, Sara E. – Psychology in the Schools, 2014
Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social-emotional functioning. Teachers rated children's classroom social-emotional functioning in four areas (i.e., approaches to learning, self-control, interpersonal…
Descriptors: Early Experience, Family Influence, Child Rearing, Predictor Variables
Download full textWang, Aubrey H. – Online Submission, 2008
This study examined the degree to which achievement gaps existed among different ethnic and racial groups before kindergarten entry. Using published data on the Early Childhood Longitudinal Study-Birth Cohort, this study found statistically significant differences in language knowledge and skills, literacy knowledge and skills, and mathematics…
Descriptors: African American Children, Racial Differences, Kindergarten, Whites
Xia, Nailing – ProQuest LLC, 2009
There is considerable debate about the relative importance of family versus school factors in producing academic and nonacademic student outcomes, and whether and how their impacts vary across different student groups. In addition to critically reviewing and synthesizing earlier work, this study extends the literature by (a) using the ECLS-K, a…
Descriptors: African American Children, Homework, Socioeconomic Status, Parent Participation
Cooper, Carey E.; Crosnoe, Robert; Suizzo, Marie-Anne; Pituch, Keenan A. – Journal of Family Issues, 2010
Using multilevel models of data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 20,356), the authors find that parental involvement in education partially mediates the association between family poverty and children's math and reading achievement in kindergarten, but differences exist across race. In Asian families, poor and…
Descriptors: African American Children, Racial Differences, Poverty, Reading Achievement
