ERIC Number: ED243984
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Schools Can and Do Make a Difference: Findings from the ETS Longitudinal Study of Young Children and Their First School Experiences.
Shipman, Virginia C.
The combinations of factors that enhance or interfere with early grade-school performance were investigated among black children from Head Start eligible families who were participants in the ETS Longitudinal Study of Young Children and Their First School Experiences. The children selected for this study's subsample were significantly above or below the average performance for children of similar ethnic or income status on third grade reading and math tests, or they were significantly deviant from the level predicted by their performance on a test of preacademic skills at age 4. A major conclusion from the data was that family and child variables are not necessarily associated with exceptionally high or low academic achievement. Intensive study of children with the greatest absolute deviation in cognitive-perceptual performance found that the most common picture for children with the greatest achievement gains was a continuing warm and stimulating classroom environment combined with a home environment that provided emotional support in general and support for school activities in particular. Conversely, lack of home and/or school support decreased achievement. Overall, the data show that it is not a particular parent, teacher, or child attribute, attitude, or behavior, or a particular social setting that is important, but the cumulative effects of their multiple interactions, and that different clusters of variables appear to be differentially effective for different children. (CMG)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Child Development (DHEW), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ. Office for Minority Education.
Note: For complete Conference Proceedings, see UD 023 356. Abridged version of Project Report 76-21, Notable Early Characteristics of High and Low Achieving Black Low-SES Children.