Journal
ELEMENTARY SCHOOL JOURNAL
Volume 117, Issue 1, Pages 119-142Publisher
UNIV CHICAGO PRESS
DOI: 10.1086/687813
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Funding
- National Institute of Child Health and Human Development [HD046064, HD43763]
- Institute of Education Sciences [R305B090007]
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Poor-quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress, whereas others have explored the impact of school-level adversity (e.g., student poverty, school achievement levels). Expanding on prior findings, this study used latent profile analysis to characterize kindergarten contexts in terms of both classroom teacher-student interaction quality and school-level adversity. Following 164 children longitudinally and accounting for functioning in Head Start prior to kindergarten entry, associations between kindergarten context profiles and first-grade outcomes revealed that children who experienced dual-risk contexts in kindergarten (classrooms with poor-quality teacher-student interactions in schools with high levels of adversity) demonstrated the greatest aggression and social difficulties in first grade. Associations between kindergarten context profiles and first-grade academic outcomes were less clear.
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