Literaturnachweis - Detailanzeige
| Institution | National Forum on Early Childhood Program Evaluation |
|---|---|
| Titel | Do Disadvantaged Neighborhoods Affect Children's Verbal Skills? Evaluation Science Brief |
| Quelle | (2008), (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | African American Children; Neighborhoods; Economically Disadvantaged; Academic Achievement; Verbal Ability; Language Skills; Racial Differences; Socioeconomic Influences; Achievement Gap; Environmental Influences; Urban Areas; Illinois; Wechsler Intelligence Scale for Children; Wide Range Achievement Test |
| Abstract | "Evaluation Science Briefs" summarize the findings and implications of a recent study evaluating the effects of an early childhood program or environment. This Brief evaluates the study "Durable Effects of Concentrated Disadvantage on Verbal Ability Among African-American Children" (R. Sampson; R. Sharkey; and S. Raudenbush.) Racial and economic disparities in academic achievement continue to exist throughout our school systems. Findings from this study suggest that, for some groups of children (in particular, African Americans), moving out of disadvantaged neighborhoods may be one means of shrinking those gaps. In addition, it is possible that the negative effects of living in disadvantaged neighborhoods--as well as the positive effects of leaving them--may not show up until several years have passed. (ERIC). |
| Anmerkungen | National Forum on Early Childhood Program Evaluation. Available from: Center on the Developing Child at Harvard University. 50 Church Street 4th Floor, Cambridge, MA 02138. Tel: 617-496-0578; Fax: 617-496-1229; e-mail: developingchild@harvard.edu; Web site: http://www.developingchild.harvard.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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