Categories

Category: School Transition

  • Counterfeit Social Capital and Mexican-American Underachievement

    1/1/03 - Ream, Robert K.

    A critical issue facing U.S. schools and one with broad social implication is the persistent disparity in educational achievement between racial/ethnic groups. The achievement gap may be particularly pronounced for Mexican-Americans who constitute the vast majority of U.S. Latinos and are among the most educationally at risk of all Latino subgroups. By employing mixed-methods research techniques, this study shows that social network instability accompanying high mobility rates may contribute...

  • Effects of Cultural and Social Structural Factors on the Achievement of White and Chinese American Students at School Transition Points

    1/1/06 - Pearce, Richard R.

    Chinese Americans' high levels of educational achievement have earned them attention as a "model minority" to be emulated by underachieving and underrepresented minority groups. However, the model minority analogy does not adequately explain how this achievement is realized, nor how such information can be used to help other groups close the achievement gap. The ability of both White and Chinese American students to weather school transitions and to remain on track for high achievement and...

  • The persistence of preschool effects: Do subsequent classroom experiences matter?

    1/1/07 - Magnuson, Katherine A., Ruhm, Christopher, Waldfogel, Jane

    Using rich longitudinal data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we find that children who attended preschool enter public schools with higher levels of academic skills than their peers who experienced other types of child care (effect size of .14). This study considers the circumstances under which the preschool advantage persists, that is, the types of classrooms in which students who did not attend preschool "catch up" to their counterparts who did...

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