Achievement Gap
Research
A Socioecological View of Higher-Performing Diverse Elementary Schools
Click Here, Journal of Education for Students Placed at Risk, 18: 101–127, 2013
Characteristics of School Districts that Are Exceptionally Effective in Closing the Achievement Gap
Click Here, Leadership and Policy in Schools, 9:245–291, 2010
Closing the Achievement Gap: Lessons from Illinois’ Golden Spike High-Poverty High-Performing Schools
Click Here, Journal of Education for Students Placed At Risk, 9(2), 97–125
Effective Teachers for At-Risk or Highly Mobile Students: What are the Dispositions and Behaviors of Award-Winning Teachers?
Click Here, Journal of Education for Students Placed at Risk, 16: 275–291, 2011
Focusing on the Participation and Engagement Gap: A Case Study on Closing the Achievement Gap
Click Here, Journal of Education for Students Placed at Risk, 16: 56–64, 2011
Getting Ready for School: Piloting Universal Prekindergarten in an Urban County
Click Here, Journal of Education for Students Placed at Risk, 18: 128–140, 2013
No Rich Child Left Behind
Click Here, by Sean F. Reardon, The New York Times, April 27, 2013
Parenting, Race, and Socioeconomic Status: Links to School Readiness
Click Here, Aryn Dotterer, Iheoma Iruka, Elizabeth Pungello (2012). Family Relations 61, 657–670.
These results indicate that the meaning and effects of parenting behaviors can vary by racial groups, and findings obtained for European American families cannot be assumed to apply to ethnic minority families as well. Among the implications of these findings is that programs aimed at increasing school readiness and closing the achievement gap need to be mindful of the cultural context in which children are raised.
Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap
Click Here, 2002, Educational Psychologist, 37(4), 197–214.
Success for All at 27: New Developments in Whole-School Reform
Click Here, Journal of Education for Students Placed at Risk, 18: 169–176, 2013
Extremely-Low and Very-Low Birthweight
Research
Long-term cognitive outcomes of extremely low-birth-weight infants: the influence of the maternal educational background
See Brain Development for article. Acta Pædiatrica, 2012, 101, pp. 569–573
Maternal educational background is the strongest predictor of long-term neurodevelopment in ELBW children. The findings emphasize the need for special support and follow-up care services for poorly educated parents.
Links
Adverse Childhood Experiences (ACE) Study
Click Here Centers for Disease Control and Prevention
Defining the Term "At-Risk"
Click Here by Kristin Anderson Moore, Ph.D, Child Trends
Great Start Readiness Program - Michigan
Click Here
Mental Health
Meeting the Mental Health Needs of Poor and Vulnerable Children in Early Care and Education Programs
Click Here Early Childhood Research & Practice, Volume 12, Number 1
Four key strategies for improving the capacity of early care and education programs for preventing and addressing mental health problems in young children in poverty are outlined: (1) expanding use of early childhood mental health consultants, (2) building effective partnerships with mental health and other community-based systems, (3) providing support and training for teachers, and (4) establishing family-based supports such as those provided by Head Start and Early Head Start. The article concludes with suggestions for research and policy changes to remove barriers and support this work.
Neighborhoods & Communities
Most Black Children Live in Neighborhoods That Lack Amenities Associated with Child Well-being
Click Here, Sanders, M., Winston, J., & Rochester, S.E. (2023). Most Black children live in neighborhoods that lack amenities associated with child well-being. ChildTrends
Research & Literature]]
Are At-Risk Parents Getting What They Need? Perspectives of Parents Involved with Child Protective Services
Click Here Clin Soc Work J (2008) 36:341–354
This qualitative study explores the perspective of 24 parents who were at risk for having their children placed in foster care but ultimately retained custody of their children. We asked participants to reflect on their parenting needs prior to Child and Protective Services involvement and if and/or how they implemented parent education skills post-intervention. Parents most frequently cited stressors such as financial strain and single parenthood as contributing factors associated with their involvement with the child welfare system. Many parents stated that they wanted help with their parenting practices and provided their thoughts about time-out and physical punishment. Implications include assessing parental stress at the onset of services, seeking to understand the unique needs of families, evaluating the impact of length of time services are offered, and helping parents utilize age appropriate discipline strategies.
Becoming Good Human Beings: Low-Income Mothers’ Dreams for Children and Their Insight into Children’s Needs Click Here
Early Childhood Research & Practice, Volume 14, Number 2
Results indicated that the participants’ aspirations for their children included going to college, as has been shown in other studies to be characteristic of middle-class families. Results also suggested that the participants were insightful about child development, young children’s learning, and the needs of young children. Analysis indicated that participants understood the importance of a shared role between families and teachers in their children’s development, and they wanted to work with their children’s teachers in that manner. The participants expected early childhood programs to not only prepare young children for school but to prepare them to negotiate successfully social interactions with both children and adults.
Chaos, poverty, and parenting: Predictors of early language development
Click Here Early Childhood Research Quarterly 27 (2012) 339– 351
Results suggested that after accounting for thirteen covariates like maternal education and poverty, one of two chaos composites (household disorganization) accounted for significant variance in receptive and expressive language. Parenting partially mediated this relationship although household disorganization continued to account for unique variance in predicting early language.
Creating Nurturing Environments: A Science-Based Framework for Promoting Child Health and Development Within High-Poverty Neighborhoods
Click Here, Clinical Child Family Psychology Review, (2011) 14:111–134
In this paper, the Promise Neighborhoods Research Consortium describes a science-based framework for the promotion of child health and development within distressed high-poverty neighborhoods. We lay out a model of child and adolescent developmental outcomes and integrate knowledge of potent and malleable influences to define a comprehensive intervention framework to bring about a significant increase in the proportion of young people in high-poverty neighborhoods who will develop successfully.
Identifying Risk Factors
Identification of Risk and Protective Factors
Click Here, Florida Department of Education, http://www.fldoe.org/safeschools/pdf/sec2.pdf
Inequality in Early Childhood: Risk and Protective Factors for Early Child Development
Click Here, www.thelancet.com Vol 378 October 8, 2011
Risk and Protective Factors
Click Here, Chapter 4 of Child Neglect: A Guide for Prevention, Assessment and Intervention, from the Child Welfare Information Gateway.
Risk and Protective Factors for Mental, Emotional, and Behavioral Disorders Across the Life Cycle
Click Here, the U.S. Department of Health and Human Services
Risk and Protective Factors: What Schools Can Do to Build Protective Factors
Click Here, from www.childhelp.org/SpeakUpBeSafe
Understanding Risk and Protective Factors: Their Use in Selecting Potential Targets and Promising Strategies for Intervention
Click Here, from The Community Tool Box, a service of the Work Group for Community Health and Development at the University of Kansas.
Transportation
New research shows that 1 in 4 adults in the United States suffers from transportation insecurity
Click Here, Washington Center for Equitable Growth
Transportation Insecurity in the United States: A Descriptive Portrait
Click Here, Murphy, A. K., McDonald-Lopez, K., Pilkauskas, N., & Gould-Werth, A. (2022). Socius, 8. https://doi.org/10.1177/23780231221121060
