Neighborhood Poverty and School Readiness. Fast Focus. Research/Policy Brief. No. 31-2018

Sonst. Personen	Johnson, Deborah (Hrsg.)
Institution	University of Wisconsin-Madison, Institute for Research on Poverty
Titel	Neighborhood Poverty and School Readiness. Fast Focus. Research/Policy Brief. No. 31-2018
Quelle	(2018), (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Poverty; Neighborhoods; School Readiness; Correlation; Kindergarten; Young Children; Academic Ability; Socioeconomic Influences; Predictor Variables; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Armut; Neighbourhoods; Nachbarschaft; Readiness for school; School ability; Schulreife; Korrelation; Frühe Kindheit; Sozioökonomischer Faktor; Prädiktor
Abstract	In the first decade of the twenty-first century, the proportion of Americans living in moderate- and high-poverty neighborhoods increased. This trend was most pronounced among families with children. Numerous studies have linked higher rates of neighborhood poverty with less favorable outcomes, including low "school readiness," defined as children's early academic and behavioral skills. School readiness has been shown to predict long-term achievement and well-being. This brief recounts findings from a national study exploring how neighborhood and family poverty are associated with children's academic skills and classroom behavior at kindergarten entry between 1998 and 2010. Suggested areas for further research are also discussed. (As Provided).
Anmerkungen	Institute for Research on Poverty. Publications Department, 1180 Observatory Drive, Madison, WI 53706-1393. Tel: 608-262-6358; Fax: 608-265-3119; e-mail: irppubs@ssc.wisc.edu; Web site: http://www.irp.wisc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01