ERIC Number: EJ1112668
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Profiles of Kindergarten Classroom and Elementary School Contexts: Associations with the First-Grade Outcomes of Children Transitioning from Head Start
Lee, Phyllis; Bierman, Karen L.
Elementary School Journal, v117 n1 p119-142 Sep 2016
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.
Descriptors: Kindergarten, Elementary School Students, Grade 1, Teacher Student Relationship, Federal Programs, Early Childhood Education, Preschool Children, School Readiness, Transitional Programs, Disadvantaged Youth, Low Income Students, Outcomes of Education, Early Intervention, Longitudinal Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education; Grade 1
Authoring Institution: N/A
Grant or Contract Numbers: N/A