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

  • 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.