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ERIC Number: EJ1149008
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1938-2243
Promoting Equity for Our Nation's Youngest Students: School Psychologists as Agents of Social Justice in Early Childhood Settings
Albritton, Kizzy; Anhalt, Karla; Terry, Nicole Patton
School Psychology Forum, v10 n3 p237-250 Fall 2016
Achievement and disciplinary inequities between students from racially and ethnically diverse backgrounds and their White peers have been documented for decades in U.S. public schools. Researchers have documented that some racially and ethnically diverse students enter school with weaker academic skills than their White counterparts. Further, recent reports show inequities in disciplinary sanctions as early as preschool, with Black students experiencing significantly higher rates of suspension than their White peers (U.S. Department of Education, 2014). Several early childhood initiatives have been developed to address these educational disparities. Access to these initiatives, which include high-quality early childhood programs, is often limited for racially and ethnically diverse children. This article reviews preschool achievement and discipline disparities data, the status of early childhood initiatives in the United States, and implications for school psychologists as agents of social justice in early childhood settings.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago); North Carolina; Michigan
Grant or Contract Numbers: N/A