Third Grade Achievement Predictors in Urban Poverty Settings: End of Kindergarten Behavioral and Performance Indicators

Dominic F Gullo,Alia A Ammar

doi:10.5296/jsss.v8i1.18667

Abstract

Structural equation modeling was used to investigate the predictive associations between end of kindergarten academic, social behavioral, and biotic influences on end of third grade academic achievement among a nationally representative sample of low-socioeconomic (SES) children residing in urban areas. Findings validate the understanding that developmental and learning trajectories start early and are influenced by multifaceted factors. Understanding factors that positively and negatively affect learning and development among urban low-SES children informs intervention strategies potentially moderating the gaps that exist in these areas among SES groups.

Highlights

In urban areas there are often large and concentrated pockets of under-resourced neighborhoods and schools
Structural equation modeling was used to investigate the predictive associations between end of kindergarten academic, social behavioral, and biotic influences on end of third grade academic achievement among a nationally representative sample of low-socioeconomic (SES) children residing in urban areas
The purpose of this study was to investigate kindergarten academic, socio-behavioral, and biotic influences on third grade achievement within a group of low-SES children residing in urban neighborhoods drawn from a nationally representative sample of children

Summary

Introduction

In urban areas there are often large and concentrated pockets of under-resourced neighborhoods and schools. From a bio-ecological perspective, children’s educational and socio-emotional outcomes are marked by multiple influences. These include their neighborhoods, family life, schools, and the resources that are available to them both personally and through schools and communities (Bronfenbrenner, 1979; Dalton, Elias, & Wandersman, 2007; Elias & Haynes, 2008). High quality classroom environments have been shown to yield equal academic outcomes during primary school for students coming from a variety of economic backgrounds (Camilli et al, 2010; Hamre & Pianta, 2005). At the end of first grade, the children who were in classrooms with high support had achievement scores comparable to low-risk peers; those who were in classroom with low support had lower achievement and more behavioral difficulties

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