ERIC Number: ED441834
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
Racial-Ethnic Minority Children in Kindergarten Classrooms.
Hausken, E. Germino; Bose, J.; Lanauze, M.
This study examines the characteristics of a national sample of 2,684 public kindergarten classrooms by concentration of racial-ethnic minority enrollment. Data are from the Early Childhood Longitudinal Study of the National Center for Education Statistics. Most minority students are enrolled in regular kindergarten classes. Less than 10% of the kindergarten classrooms are multigraded, ungraded, transitional, or 2-year. The mean class size of public school kindergartens does not differ by the proportion of ethnic-minority enrollment, but classrooms with more than 75% racial-ethnic minority students are more likely to have enrollments of more than 25 students than classrooms with less than 10%, 10 to 24%, and 25 to 49% minority enrollments. In general, teachers' assessments of students' reading skills and social behaviors are associated with the proportion of racial-ethnic minority children enrolled in the classroom, but the proportion of time spent on different types of instructional groupings does not vary by the racial-ethnic concentration of the classrooms. Findings also show that most kindergarten teachers are White, non-Hispanic, and that classrooms with a higher proportion of minority children are more likely to have a teacher from a racial-ethnic minority group than classrooms with lower proportions of minority children. (Contains 14 tables.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey