Early Childhood Longitudinal Survey-Kindergarten Research Articles

Family social capital in kindergarten: predicting third-grade learning and developmental outcomes for low-SES urban children

ABSTRACT Concentrated pockets of under-resourced neighbourhoods and schools exist in urban areas in which there are overwhelming numbers of children labelled ‘at-risk.’ Structural equation modelling was used to predict the associations between family social capital in kindergarten and third-grade learning and development outcomes for low-socioeconomic children in urban areas. Data from the Early Childhood Longitudinal Survey-Kindergarten Class of 2010–2011 were analyzed. Child outcomes included third-grade language/literacy, cognitive development/problem-solving, and approaches to learning. Findings indicate that family social capital has a significant longitudinal impact on children’s development and learning. Early factors influencing children’s later development and learning can inform intervention strategies, potentially moderating gaps in these areas between socioeconomic groups. Findings can be used to inform practice and policy for children and families.

Child bodyweight and human capital: Test scores, teacher assessments and noncognitive skills

This papers adds to the literature on child bodyweight and human capital using data from the Early Childhood Longitudinal Survey Kindergarten Class of 2010–2011. We examine how bodyweight is related to both children's test scores and teacher assessment of ability. We find bodyweight has little effect on math or reading for girls, but is negatively related to test scores and teacher assessments in science. Obese boys are found to have lower test scores in math and are assessed more negatively by teachers in all three academic areas. We also examine bodyweight and noncognitive skills, finding negative relationships for both girls and boys. Obesity-related differences in these skills mitigate observed disparities for boys between teacher assessment and test scores in the areas of reading and math but not science. Finally, we explore whether bodyweight differentially affects teacher and parent-assessment of children's noncognitive traits, finding a more negative effect on teacher-assessed skills.

Race/ethnic inequalities in early adolescent development in the United Kingdom and United States.

Comparative literature investigating race/ethnic patterning of children's health has found racial/ethnic minority status to be linked to health disadvantages. Less is known about differences during early adolescence, a period during which health outcomes are linked to later life health. Using the UK Millennium Cohort Study (n = 10,188) and the US Early Childhood Longitudinal Survey-Kindergarten Cohort (n ~ 6,950), we examine differences in socioemotional and cognitive development among 11-year-old adolescents and the contribution of family resources in explaining any observed differences, including socioeconomic, cultural traditions, and psychosocial resources. Adverse socioemotional health and cognitive development were associated with race/ethnic minority status in both countries. In the United States, we found that cultural resources and family socioeconomic capital played a large role in attenuating differences in problem behaviors between Asian American, Black, and Latino adolescents and their White peers. In the United Kingdom, the explanatory factors explaining differences in problem behaviors varied by racial/ethnic group. In both contexts, family resources cannot explain the sizable cross-country differences in verbal skills. In the United Kingdom, Indian adolescents had nearly one-third of a standard deviation increase in their verbal scores whereas in the United States, Black and Latino adolescents had scores nearly two-fifths and one-fifth of a standard deviation below the mean, respectively. We use a detailed race/ethnic classification in the investigation of racial/ethnic inequalities across the United States and United Kingdom. There are strong family resource effects, suggesting that relative family advantages and disadvantages do have meaningful associations with adolescent socioemotional and cognitive development. Although levels of resources do explain some cross-national differences, there appears to be a broader range of family background variables in the United Kingdom that influence adolescent development. Our findings point to the critical role of both the extent and nature of family social capital in affecting adolescent development.

The Effects of No Child Left Behind on Children’s Socioemotional Outcomes

Many people have worried about possible adverse effects of high-stakes testing on socioemotional outcomes. This article uses a difference-in-differences approach to investigate the effects of the introduction of high-stakes testing via the No Child Left Behind Act on socioemotional outcomes. Data are from the Early Childhood Longitudinal Survey–Kindergarten Cohort of 1998–1999, a nationally representative longitudinal survey. The 10 outcomes that we examine are from the children’s Self-Descriptive Questionnaire, including externalizing problems related to paying attention and behavior in school, internalizing problems related to feeling sad and lonely and academic anxiety, as well as interest and competence in math, reading, and school in general. We find that the introduction of high-stakes test accountability did not have consistent significant effects on these socioemotional outcomes. These findings can help states address concerns and motivate further research on potential unintended consequences of revised accountability systems under the Every Student Succeeds Act.

Foundations of Mathematics Achievement

Analyzing Early Childhood Longitudinal Survey—Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze the relationship between socioeconomic background and math academic readiness within racial/ethnic categories. Our results demonstrate that race/ethnicity and levels of math academic readiness moderate the relationship between instructional practices and math achievement. While we find that interactive group activities enhance students’ mathematics achievement in kindergarten and that drills enhance math academic achievement of students with high math academic preparedness in kindergarten, we also find that use of manipulatives as well as music and movement have significant negative effects on mathematics achievement of Black students. Given the importance of kindergarten for launching children onto successful academic trajectories, the findings have implications for addressing racial/ethnic and socioeconomic status gaps in mathematics achievement.

Genetic and environmental influences on the co-occurrence of early academic achievement and externalizing behavior

PurposeSeveral studies have observed a relationship between academic achievement and externalizing behaviors, both of which are predictors of delinquency and criminal behavior in adulthood. There is, however, no consensus on an explanation for their co-occurrence. One perspective is that both emerge as a result of a common underlying factor. This study investigates the degree to which the same genetic and environmental factors account for the co-occurrence of these two outcomes. MethodsThe sample consists of twins (N=360) from the Early Childhood Longitudinal Survey-Kindergarten Class of 1998-1999. Bivariate genetic analyses were conducted to assess the genetic and environmental influence on the relationship between academic achievement and externalizing behaviors during kindergarten. ResultsThe covariation was due primarily to common shared environmental factors (55-87%), followed by common genetic (8-44%) and nonshared environmental factors (1-13%). ConclusionsBoth early academic achievement and externalizing behaviors are partially influenced by the same genetic and environmental factors. The large proportion of covariance attributed to shared environmental influences suggests that identifying and targeting shared environmental factors in prevention and intervention strategies may improve both behavior and academic achievement.

The influence of neuropsychological deficits in early childhood on low self-control and misconduct through early adolescence

PurposeGottfredson and Hirschi (1990) contend that low self-control is the result of parental management techniques. However, an emerging line of research has revealed that neuropsychological deficits influence the development of low self-control (Beaver, Wright, & Delisi, 2007; Cauffman, Steinberg, & Piquero, 2005). Nevertheless, these studies have largely tested the effects of neuropsychological deficits on low self-control cross-sectionally or in the short term. This study addresses an important void in the literature by examining the influence of neuropsychological deficits in early childhood on levels of self-control and misconduct through early adolescence. MethodsData come from the Early Childhood Longitudinal Survey, Kindergarten (ECLS-K), the largest nationally representative sample of U.S. children. ResultsWe found that deficits in neuropsychological functioning during kindergarten were consistently predictive of lower levels of self-control during the third, fifth, and eighth grade as well as higher levels of conduct problems during the eighth grade. These effects remained significant after accounting for demographic variables, features of the neighborhood, and a number of parenting variables. ConclusionsNeuropsychological deficits during early childhood play an important role in the development of low self-control through early adolescence and misconduct during early adolescence.

Racial/Ethnic Differences in Video Game and Internet use among us Adolescents with Mental Health and Educational Difficulties

Video game and Internet use can be associated with poor mental health and educational outcomes among adolescents. Racial/ethnic minority youth use these media more than White youth. Video game and Internet use among adolescents with mental health and educational difficulties may therefore differ by race/ethnicity in clinically meaningful ways. We analyzed a representative sample of eighth grade students in the United States from the Early Childhood Longitudinal Survey-Kindergarten (N = 6,700). Stratifying by gender, we assessed racial/ethnic differences in the associations between video game and Internet use, mental health, and reading and math achievement. Significant minority-White differences were identified in associations between media use and mental health and educational achievement. Video game use was relatively high among black females with prior mental health diagnoses and Asian-American males with high internalizing symptoms. Understanding video game and Internet use among racial/ethnic minority youth with mental health and educational difficulties may improve clinical practice.

Digital Dimension of Cultural Capital

We update theories of teacher expectancy and cultural capital by linking them to discussions of technology. We argue for broadening the span of culturally important forms of capital by including the digital dimension of cultural capital. Based on data from the third-grade and fifth-grade waves of the Early Childhood Longitudinal Survey–Kindergarten cohort (ECLS-K), results suggest a comprehensive model where teachers play a prominent, mediating role in the effects of computer proficiency on academic achievement. These findings have practical applications within classrooms, which can lead to a reduction in stratification. Our findings modernize and renew theoretical tools for understanding teacher and student interactions and the effects on achievement outcomes

Beverage Displacement between Elementary and Middle School, 2004-2007

BackgroundSweetened beverages of low nutritional quality might be displacing more nutritious beverages, such as 100% fruit juice and milk, from children's diets. However, previous research has not examined changes in beverage intake over time using nationally representative longitudinal data. ObjectiveOur objective was to examine changes in sweetened beverage, milk, and juice consumption between 5th and 8th grade. DesignWe used a longitudinal analysis of self-reported beverage consumption. Participants/settingData were from the Early Childhood Longitudinal Survey–Kindergarten Cohort 1998-1999 (ECLS-K), a nationally representative study of children followed from kindergarten through 8th grade. This analysis used data from Spring 2004 and 2007, when most children were in 5th and 8th grade, respectively (n=7,445). Main outcome measuresMain outcome measures were changes in consumption of sweetened beverages, milk, and 100% fruit juice last week. Statistical analyses performedSurvey-adjusted linear regression was used to estimate longitudinal relationships between servings of milk, sweetened beverages, and 100% fruit juice, controlling for child and family characteristics and food consumption. ResultsChildren's milk consumption decreased between 5th and 8th grade, and these decreases were larger among children who drank sweetened beverages daily. However, after controlling for demographic characteristics, changes in children's milk consumption were not significantly related to changes in their consumption of sweetened beverages over time (β=.005; P=0.81), while changes in milk consumption were positively related to changes in juice consumption (β=.087; P<0.01). ConclusionsObserved decreases in average milk consumption from 5th to 8th grade were not related to changes in sweetened-beverage consumption. They were positively related to changes in fruit juice consumption, so not indicating displacement. Caloric beverages generally tended to increase or decrease in tandem, so focus must be placed on their role in children's entire diet and on balancing them with food and total beverage intake.

The Association Between Acculturation and Health Insurance Coverage for Immigrant Children from Socioeconomically Disadvantaged Regions of Origin

Among immigrant children whose parents have historically had lower education, the study explored which immigrant children were most likely to have coverage based on maternal region of origin. The direct and indirect relationship of acculturation on immigrant children's coverage was also assessed. A subsample of US-born children with foreign-born mothers from the Early Childhood Longitudinal Survey-Kindergarten Cohort was analyzed using multinomial logistic regressions (n = 1,686). Children whose mothers emigrated from the Caribbean or Indochina had greater odds of being insured compared to children whose mothers emigrated from Mexico. Moreover, Latin American children did not statistically differ from Mexican children in being uninsured. Maternal citizenship was positively associated with children's coverage; while living in a household with a mother who migrated as a child was negatively associated with private insurance. To increase immigrant children's coverage, Latin American and Mexican families may benefit from additional financial assistance, rather than cultural assistance.

Parental employment, family routines and childhood obesity

Using the Early Childhood Longitudinal Survey-Kindergarten Class of 1998–1999 (ECLS-K) data from kindergarten through eighth grade, this paper investigate the relationships among maternal employment, family routines and obesity. More hours worked by the mother tend to be negatively related to positive routines like eating meals as a family or at regular times, or having family rules about hours of television watched. Many of these same routines are significantly related to the probability of being obese, implying that family routines may be a mechanism by which maternal employment intensity affects children's obesity. However, inclusion of family routines in the obesity regression does not appreciably change the estimated effect of maternal employment hours. Thus, the commonly estimated deleterious effect of maternal employment on children's obesity cannot be explained by family routines, leaving the exact mechanisms an open question for further exploration.

Recess, physical education, and elementary school student outcomes

Today's children experience a decreased amount of time at recess and fewer physical education (PE) classes throughout the school day. Breaks for physical activity limit class time for academics, potentially reducing learning. However, breaks may improve alertness and achievement. Using the Early Childhood Longitudinal Survey Kindergarten Class of 1998–1999, we evaluate how recess and PE in elementary school influence children's learning. We find no statistically significant or economically significant impacts of weekly recess or PE time on student learning for kindergarteners through fifth graders. For example, in kindergarten, adding an hour a week of recess reduces the average test score gain in reading by a statistically insignificant 0.01 standard deviations. An additional 49 min per week of PE in kindergarten improves reading test score gains by a statistically insignificant 0.05 standard deviations. We find no statistical difference in the male and female students’ response to recess and PE. Evidence suggests that recess and PE do not harm student outcomes.

Exposure to food advertising on television: Associations with children's fast food and soft drink consumption and obesity

There is insufficient research on the direct effects of food advertising on children's diet and diet-related health, particularly in non-experimental settings. We employ a nationally-representative sample from the Early Childhood Longitudinal Survey–Kindergarten Cohort (ECLS-K) and the Nielsen Company data on spot television advertising of cereals, fast food restaurants and soft drinks to children across the top 55 designated-market areas to estimate the relation between exposure to food advertising on television and children's food consumption and body weight. Our results suggest that soft drink and fast food television advertising is associated with increased consumption of soft drinks and fast food among elementary school children (Grade 5). Exposure to 100 incremental TV ads for sugar-sweetened carbonated soft drinks during 2002–2004 was associated with a 9.4% rise in children's consumption of soft drinks in 2004. The same increase in exposure to fast food advertising was associated with a 1.1% rise in children's consumption of fast food. There was no detectable link between advertising exposure and average body weight, but fast food advertising was significantly associated with body mass index for overweight and obese children (≥85th BMI percentile), revealing detectable effects for a vulnerable group of children. Exposure to advertising for calorie-dense nutrient-poor foods may increase overall consumption of unhealthy food categories.

The School Breakfast Program Strengthens Household Food Security among Low-Income Households with Elementary School Children ,

The School Breakfast Program is an important component of the nutritional safety net and has been linked to positive changes in meal patterns and nutritional outcomes. By offering a breakfast, which for low-income children is available either at no cost or reduced price, the program also has the potential to increase household food security. This study examined the relationship between availability of the School Breakfast Program and household food security among low-income third-grade students by using data from the Early Childhood Longitudinal Survey-Kindergarten Cohort. The primary sample included 3010 students. Availability of school breakfast was assessed by surveys of school administrators. Food security was assessed by parents’ reports by using the standard 18-item food security scale and considering 2 different food security thresholds. A probit model was estimated to measure the relationship between school breakfast availability and household food security while controlling for a range of other characteristics. Access to school breakfast reduced the risk of marginal food insecurity but not the risk of food insecurity at the standard threshold. That is, the program appeared beneficial in offsetting food-related concerns among at-risk families, although not necessarily in alleviating food insecurity once hardships had crossed the food insecurity threshold. Increasing the availability of school breakfast may be an effective strategy to maintain food security among low-income households with elementary school children.

The Role of School Physical Activity Programs in Child Body Mass Trajectory

Physical activity at school can support obesity prevention among youth. This paper assesses the role of existing school physical activity programs for a national cohort from first grade to fifth grade. We analyzed a cohort from the Early Childhood Longitudinal Survey-Kindergarten Cohort which included 8246 children in 970 schools across the country. Growth curve models estimate the effect of physical education (PE) and recess on individual child body mass trajectories controlling for child and school characteristics. Hierarchical models allow for unobserved school and child effects. Among first graders, 7.0% met the National Association of Sport and Physical Education (NASPE) recommended time for PE and 70.7% met the recommended time for recess in the previous week. Boys experienced a greater increase in body mass than girls. Meeting the NASPE recommended time for recess was associated with a 0.74 unit decrease in BMI (body mass index) percentile for children overall. Meeting the NASPE recommendation for physical education was associated with 1.56 unit decrease in BMI percentile among boys but not girls. We find evidence that meeting the national recommendations for PE and recess is effective in mitigating body mass increase among children.

Does Computer Use Promote the Mathematical Proficiency of Ell Students?

The study explored the effects of computer use on the mathematical performance of students with special attention to ELL students. To achieve a high generalizability of findings, the study used a U.S. nationally representative database, the Early Childhood Longitudinal Survey Kindergarten Cohort (ECLS-K), and adopted proper weights. The study conducted both cross-sectional and longitudinal analyses to examine the direct and longitudinal effects of three types of computer use: home computer access, computer use for various purposes, and computer use for math. The study found positive effects of home computer access and computer use for various purposes for English-speaking groups. It is important to note that computer use for math was associated with a reduced gap in math achievement between native English-speaking and ELL students. In particular, when Hispanic and Asian students frequently used computers for math, they showed high math performances when compared with their English-speaking counterparts.

Facility provision in elementary schools: Correlates with physical education, recess, and obesity

Objectives The objectives were to: (1) document correlations among facility provision (availability and adequacy) in elementary schools, child sociodemographic factors, and school characteristics nationwide; and (2) investigate whether facility provision is associated with physical education (PE) time, recess time, and obesity trajectory. Methods The analytic sample included 8935 fifth graders from the Early Childhood Longitudinal Survey Kindergarten Cohort. School teachers and administrators were surveyed about facility provision, PE, and recess time in April 2004. Multivariate linear and logistic regressions that accounted for the nesting of children within schools were used. Results Children from disadvantaged backgrounds were more likely to attend a school with worse gymnasium and playground provision. Gymnasium availability was associated with an additional 8.3 min overall and at least an additional 25 min of PE per week for schools in humid climate zones. These figures represent 10.8 and 32.5%, respectively, of the average time spent in PE. No significant findings were obtained for gymnasium and playground adequacy in relation to PE and recess time, and facility provision in relation to obesity trajectory. Conclusions Poor facility provision is a potential barrier for school physical activity programs and facility provision is lower in schools that most need them: urban, high minority, and high enrollment schools.

The Effect of Soft Drink Availability in Elementary Schools on Consumption

Objective To quantify the association among soft drink availability, school-based purchases, and overall consumption for elementary school children in the United States. Design The study is a cross-sectional, descriptive analysis of children in fifth grade across the United States. Measures of soft drink availability, purchases, and consumption are reported by the child in direct assessments by interviewers. Subjects/setting Subjects in the analysis are from the Early Childhood Longitudinal Survey-Kindergarten Cohort. The baseline sample from this survey is nationally representative of kindergarten students in the 1998-1999 school year. The analytic sample obtained from the sixth wave includes 10,215 children in fifth grade in 2,303 schools across 40 states. Main outcome measures Consumption of any soft drink in the past week, purchase of any soft drink at school in the past week, overall consumption of soft drinks in the past week, overall purchases of soft drinks at school in the past week, and share of all consumption that was school-based. Statistical analyses performed χ 2 square tests and t tests were conducted to determine significant differences across sociodemographic groups. Multivariate logistic regressions were conducted to estimate the effect of availability on the odds of any soft drink consumption and overall consumption level. Results In this study, 26% of children who have access to soft drinks at school consume them. Those who consume more soft drinks at school, such as low-income and black non-Hispanic children, are more likely to consume more soft drinks overall. Controlling for covariates, limiting availability of soft drinks at school is associated with a 4% decrease (odds ratio 1.38) in the rate of any consumption overall. Conclusions These findings suggest that soft drink availability at school may have limited impact on overall consumption for elementary school children. Further research about predictors of consumption, how children respond to reduced availability, as well as food environments at home and at school, may identify next steps toward improving the diets of children.

School Readiness of Children of Immigrants: Does Parental Involvement Play a Role?*

Objectives.Using data from the Early Childhood Longitudinal Survey—Kindergarten Cohort, this article analyzes the link between parental involvement and the school readiness of children of immigrants.Methods.Multivariate regression models estimate the association between parental involvement and the school readiness in English proficiency and math scores of children of immigrants. They also estimate the impact of this association on the gap in math scores between children of immigrants and children of natives.Results.Results demonstrate that parental involvement is associated with an increase in the level of English proficiency for children of immigrants. Parental involvement also is associated with a decrease in the gap in math scores between immigrant children from English‐ and non‐English‐speaking backgrounds. Parental involvement decreases the gap in math scores between children of immigrants and children of the native born by a third of a standard deviation.Conclusion.Given that parental involvement appears to benefit children of immigrants and given that they have lower academic achievement than children of the native born, these findings suggest that parental involvement policies and practices targeting children of immigrants could help decrease the academic achievement gap between children of immigrants and children of the native born.