Family Income and Early Achievement across the Urban-Rural Continuum

Autor/inn/en	Miller, Portia; Votruba-Drzal, Elizabeth; Setodji, Claude Messan
Titel	Family Income and Early Achievement across the Urban-Rural Continuum
Quelle	In: Developmental Psychology, 49 (2013) 8, S.1452-1465 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0030244
Schlagwörter	Family Income; Child Development; Early Childhood Education; Longitudinal Studies; Cohort Analysis; Rural Urban Differences; Academic Achievement; Early Experience; Early Reading; Reading Achievement; Mathematics Achievement; Mixed Methods Research; Achievement Gap; Student Characteristics; Family Characteristics; Data Analysis; Least Squares Statistics; Educational Environment; Poverty; Geographic Location; Cognitive Ability; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Familieneinkommen; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Stadt-Land-Beziehung; Schulleistung; Frühbeginn; Frühlesen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Auswertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Armut; Denkfähigkeit
Abstract	Rural and suburban children account for the majority of poor children in the United States. Yet, most research examining poverty's associations with child development is focused on urban samples. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ˜ 6,600), this study examines whether the form and magnitude of income's relationship with early achievement differ across the urban-rural continuum. Results suggest that there are urbanicity-related differences in the functional form of the association between income and early achievement, with nonlinear associations in urban and suburban areas and a linear relationship in rural areas. The magnitude of the association between income and early reading and math skills also differs across the urban-rural continuum, such that income increases are related to the greatest improvements in early academic skills in large urban areas and only slight improvements in rural areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01