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Crosnoe, Robert; Cooper, Carey E. – American Educational Research Journal, 2010
Working from a core perspective on the developmental implications of economic disadvantage, this study attempted to identify "family-based" mechanisms of economic effects on early learning and their potential "school-based" remedies. Multilevel analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that…
Descriptors: At Risk Students, Teacher Qualifications, Economically Disadvantaged, Disadvantaged Youth
Ansari, Arya; Crosnoe, Robert – Grantee Submission, 2018
The transition into kindergarten often serves as the basis for long-term disparities in educational attainment because initially small differences in early learning widen throughout the K-12 educational system. Given the long-standing disparities in their academic achievement related to being of low socioeconomic status and a racial/ethnic…
Descriptors: Kindergarten, English Language Learners, School Readiness, Academic Achievement
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Cooper, Carey E.; Crosnoe, Robert; Suizzo, Marie-Anne; Pituch, Keenan A. – Journal of Family Issues, 2010
Using multilevel models of data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 20,356), the authors find that parental involvement in education partially mediates the association between family poverty and children's math and reading achievement in kindergarten, but differences exist across race. In Asian families, poor and…
Descriptors: African American Children, Racial Differences, Poverty, Reading Achievement