期刊
AMERICAN EDUCATIONAL RESEARCH JOURNAL
卷 47, 期 2, 页码 258-291出版社
SAGE PUBLICATIONS INC
DOI: 10.3102/0002831209351564
关键词
economic disadvantage; transition to school; family processes; teacher effects
Working from a core perspective on the developmental implications of economic disadvantage, this study attempted to identify family-based mechanisms of economic effects on early learning and their potential school-based remedies. Multilevel analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that the accumulation of markers of economic disadvantage reduced math and reading testing gains across the primary grades. Such disparities were partially mediated by corresponding differences in children's socioemotional problems, parenting stress, and parents' human capital investments. These patterns appeared to be robust to observed and unobserved confounds. Various teacher qualifications and classroom practices were assessed as moderators of these family mediators, revealing teacher experience in grade level as a fairly consistent buffer against family-based risks for reading.
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