Vinopal Katie, Morrissey Taryn W
The John Glenn College of Public Affairs, The Ohio State University, 1810 College Road, Columbus, OH 43210, United States.
Department of Public Administration and Policy, School of Public Affairs, American University, 4400 Massachusetts Ave. NW, Washington, DC 20016, United States.
Child Youth Serv Rev. 2020 Sep;116:105231. doi: 10.1016/j.childyouth.2020.105231. Epub 2020 Jul 9.
This study examined how neighborhood poverty is associated with children's trajectories of growth in math and reading skills in early elementary school, and how these associations vary by student characteristics, using multilevel growth models with nationally representative data from the 2011 Early Childhood Longitudinal Study-Kindergarten Cohort. About one-quarter (25.6%) of children lived in communities of concentrated poverty. Findings suggest that achievement gaps by neighborhood disadvantage are large and present before Kindergarten, shrink during the Kindergarten year, but then widen the year following, and remain relatively consistent in the first years of elementary school. Growth in math skills appeared to vary more with neighborhood poverty than growth in reading skills. There was limited evidence that the relationship between neighborhood poverty and test score trajectories varied by child race, ethnicity, early education and Kindergarten experience, and parents' immigration status, but growth differences across student characteristics were small. Policy and research implications are discussed.
本研究利用2011年儿童早期纵向研究——幼儿园队列的全国代表性数据，通过多层次增长模型，考察了邻里贫困与小学低年级儿童数学和阅读技能增长轨迹之间的关联，以及这些关联如何因学生特征而异。约四分之一（25.6%）的儿童生活在贫困集中的社区。研究结果表明，邻里劣势导致的成绩差距在幼儿园之前就很大且存在，在幼儿园期间缩小，但在随后的一年又扩大，并在小学的头几年保持相对稳定。数学技能的增长似乎比阅读技能的增长受邻里贫困的影响更大。仅有有限的证据表明，邻里贫困与考试成绩轨迹之间的关系因儿童种族、民族、早期教育和幼儿园经历以及父母的移民身份而异，但不同学生特征之间的增长差异很小。文中还讨论了政策和研究方面的启示。
