Racial and Socioeconomic Disparities in the Relationship between Children's Early Literacy Skills and Third-Grade Outcomes: Lessons from a Kindergarten Readiness Assessment

Autor/inn/en	Herring, Walter A.; Bassok, Daphna; McGinty, Anita S.; Miller, Luke C.; Wyckoff, James H.
Titel	Racial and Socioeconomic Disparities in the Relationship between Children's Early Literacy Skills and Third-Grade Outcomes: Lessons from a Kindergarten Readiness Assessment
Quelle	(2022), (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Socioeconomic Status; Emergent Literacy; Grade 3; School Readiness; Kindergarten; Correlation; Reading Skills; Phonological Awareness; African American Students; White Students; Standardized Tests; Social Bias; Racial Bias; Virginia; Early Childhood Longitudinal Survey; Phonological Awareness Literacy Screening + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Frühleseunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Readiness for school; School ability; Schulreife; Korrelation; Reading skill; Lesefertigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Standadised tests; Standardisierter Test; Racial discrimination; Rassismus
Abstract	Federal accountability policy mandates that states administer standardized tests beginning in third grade. In turn, third-grade test scores are often viewed as a key indicator in policy and practice. Yet literacy struggles begin well before third grade, as do racial and socioeconomic disparities in children's literacy skills. Kindergarten readiness assessments provide a unique opportunity to better understand the emergence of literacy disparities. We use unique kindergarten literacy data from nearly every school division in Virginia to document the relationship between children's early literacy skills and their later reading proficiency. Comparing children with similar literacy skills at kindergarten entry, we find significant racial and socioeconomic differences in the likelihood a child is proficient on their third-grade reading assessment. [This is the online first version of an article published in "Educational Researcher."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01