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2010 - Family, Neighborhood, and School Settings Across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?

Attribution: Benson, James, & Borman, Geoffrey
Researchers: Geoffrey BormanJames Benson
University Affiliation: The University of Wisconsin- Madison
Email: gborman@education.wisc.edu
Research Question:
Assess the degree to which social context and race/ethnic composition- in neighborhoods and schools- affect the reading achievement growth of young children.
Published: 1
Journal Name or Institutional Affiliation: Teacher College Record
Journal Entry: Vol. 112, No. 5, pp. 1338-1390
Year: 2010
Findings:
  • Neighborhood social context mattered substantially for students’ reading achievement levels at school entry and for their reading achievement growth during the summer.
  • The proportion of neighborhood residents from minority race/ethnic groups was not associated with reading achievement at school entry or during the summer season.
  • During the school year, school social context was associated with reading growth during kindergarten, and school social context and race/ethnic composition were associated with reading growth during first grade.
Keywords: Academic AchievementCompositionContextNeighborhoodRacial CompositionReadingSES CompositionRegions: NationalMethodologies: QuantitativeResearch Designs: Secondary Survey DataAnalysis Methods: Multilevel Models Sampling Frame:Kindergarten students
Sampling Types: RandomAnalysis Units: NeighborhoodSchoolStudentData Types: Quantitative-Longitudinal
Data Description:
  • Data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K)
  • Data from the 2000 Census about nieghborhood social and race/ethnic measures.
  • DV: Reading achievement (measured using one-on-one assessments; captured reading comprehension, vocabulary, basic reading skills)
  • IV: Student level: family SES, race, school readiness, family structure; School level: neighborhood SES, race
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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