Economic Disparities: SPARK Ohio and Narrowing the Kindergarten Readiness Gap

Deric R Kenne,Kimberly Laurene,Peter Leahy,Jennifer A Bryant,Rebecca Fischbein,Thomas A Deluca,Diane M Banks,Jessica L Mulvany

doi:10.1155/2018/4383792

Abstract

The present study investigated the extent to which children of various economic backgrounds were prepared for kindergarten literacy activities, as measured by the Kindergarten Readiness Assessment-Literacy (KRA-L). The study also assessed the extent to which children’s economic disadvantagement status moderates the relationship between KRA-L scores and the level of participation in SPARK Ohio, an early education intervention focused on increasing parental engagement and advocacy. KRA-L scores for children entering kindergarten in fall 2012 were analyzed for 548 SPARK Ohio participants and 1594 comparison children. Both SPARK Ohio and comparison children identified as economically disadvantaged scored significantly lower on the KRA-L, compared to children not classified as economically disadvantaged. Economic disadvantage status may moderate the influence of participating in SPARK Ohio; children identified as economically disadvantaged scored significantly higher on the KRA-L when they participated in SPARK Ohio, compared to those that did not participate in SPARK Ohio.

Highlights

Childhood learning experiences in nurturing and stimulating environments are critical for typical brain and emotional development [1, 2]
The median school district income was significantly lower for SPARK Ohio children (M = 24,239, School District Income (SD) = 4,106) relative to comparison children (M =25,946, SD = 4,763), t (2132) = 7.47, p = .00; Both SPARK Ohio children (44.5%, n = 244) and comparison children (45.2%, n = 720) had similar rates of economic disadvantage, 44.5% (n = 244) and 45.2% (n = 720), respectively, Χ2 (1, N = 2,142) = 0.07, p =
Results demonstrate that economic disadvantage status may moderate the influence of SPARK Ohio participation, with children classified as economically disadvantaged who participate in SPARK Ohio significantly more prepared for kindergarten literacy tasks than children of similar economic backgrounds who do not participate in SPARK Ohio

Summary

Introduction

Childhood learning experiences in nurturing and stimulating environments are critical for typical brain and emotional development [1, 2]. One program designed to address these needs is the SPARK Ohio program; a childfocused parent education intervention program that works with families of preschool-aged children, schools, and the community to increase children’s readiness for kindergarten, enhance parents’ effectiveness as the “learning advocate” for their children, and improve children’s transitions into elementary school [3]. Hair and colleagues found poverty in childhood to be linked to brain development associated with school readiness, which was related to academic achievement [4]. The researchers concluded that poverty influenced learning and achievement and was mediated by brain development [4]. Children growing up in poverty may live in families with limited knowledge, resources, relationships, and experiences that may prevent them from providing adequate nurturing and stimulating environments.

Objectives

Methods

Results

Discussion

Conclusion