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ERIC Number: ED503028
Record Type: Non-Journal
Publication Date: 2008
Pages: 3
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: N/A
Do Disadvantaged Neighborhoods Affect Children's Verbal Skills? Evaluation Science Brief
National Forum on Early Childhood Program Evaluation
"Evaluation Science Briefs" summarize the findings and implications of a recent study evaluating the effects of an early childhood program or environment. This Brief evaluates the study "Durable Effects of Concentrated Disadvantage on Verbal Ability Among African-American Children" (R. Sampson; R. Sharkey; and S. Raudenbush.) Racial and economic disparities in academic achievement continue to exist throughout our school systems. Findings from this study suggest that, for some groups of children (in particular, African Americans), moving out of disadvantaged neighborhoods may be one means of shrinking those gaps. In addition, it is possible that the negative effects of living in disadvantaged neighborhoods--as well as the positive effects of leaving them--may not show up until several years have passed.
National Forum on Early Childhood Program Evaluation. Available from: Center on the Developing Child at Harvard University. 50 Church Street 4th Floor, Cambridge, MA 02138. Tel: 617-496-0578; Fax: 617-496-1229; e-mail: developingchild@harvard.edu; Web site: http://www.developingchild.harvard.edu
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Forum on Early Childhood Program Evaluation
Identifiers - Location: Illinois
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children; Wide Range Achievement Test