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How Profiles of School Readiness Relate to Third Grade Performance among Low-income Ethnically and Linguistically Diverse Children.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	How Profiles of School Readiness Relate to Third Grade Performance among Low-income Ethnically and Linguistically Diverse Children./
Author:	Tavassolie, Tanya.
Description:	1 online resource (84 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 80-01, Section: B.
Contained By:	Dissertations Abstracts International80-01B.
Subject:	Developmental psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780438115057

How Profiles of School Readiness Relate to Third Grade Performance among Low-income Ethnically and Linguistically Diverse Children.
Tavassolie, Tanya.

How Profiles of School Readiness Relate to Third Grade Performance among Low-income Ethnically and Linguistically Diverse Children. - 1 online resource (84 pages)

Source: Dissertations Abstracts International, Volume: 80-01, Section: B.

Thesis (Ph.D.)--George Mason University, 2018.

Includes bibliographical references

School readiness is a multidimensional, complex construct that includes children's academic skills and also their environmental circumstances. Starting school ready is crucial for long-term academic success. This dissertation explored how early school readiness profiles predict third grade academic performance among a low-income ethnically diverse sample of children in Miami-Dade County, Florida. The sample comes from the Miami School Readiness Project (Winsler et al., 2008, N = 43,044), it is half male (50%), predominantly Latino (56.9%, 36.2% Black, and 6.9% White/other), and mostly poor (80.7% receiving free/reduced lunch in kindergarten and/or 1st grade). About 5.9% of the sample was enrolled in special education in kindergarten or 1st grade, and 48% were considered English Language Learners. This dissertation used a person-centered approach (i.e. latent profile analysis) and answered the following questions: (1) What number and type of profiles (based on patterns of social, behavioral, language, cognitive, and motor skills) best capture children's school readiness among low-income, ethnically, and linguistically diverse preschoolers? (2) Does membership in these clusters/profiles vary as a function of gender, ethnicity, ELL status, English proficiency, special education, poverty status, and pre-kindergarten type (e.g. pre-kindergarten vs. subsidized childcare)? (3) To what extent do the identified school readiness profiles at age 4 predict academic achievement, high-stakes test performance, and grade retention in 3rd grade, controlling for demographic variables (gender, ethnicity, ELL, English proficiency, special education, poverty, and pre-K type)? Results showed that children were categorized into six different profiles. The six profiles were divided by whether children had strong pre-academic skills (PAS, pre-academic strength) in preschool, or weak pre-academic skills (PAW, pre-academic weakness) in preschool, and then further described by behavior strengths present either at school or at home. The six profiles were: Profile 1 (PAS-strong school behavior, 10%), profile 2 (PAS-low average behavior, 20%), profile 3 (PAS-strong home behavior, 17%), profile 4 (PAW-high school, low home, 22%), profile 5 (PAW-low school, high home, 16%), and profile 6 (extreme overall risk, 15%). Results showed that females, White children, and children who did not receive free/reduced lunch, were more likely to be in profiles marked by academic strength. And children who attended center-based care and children who had a disability in kindergarten were more likely to be in high risk profiles. Children in profile 1 (PAS-strong school behavior) tended to perform ahead of their peers in other profiles on all academic outcomes (math and reading test scores, and 3rd grade GPA), and children who began school in profile 6 (extreme overall risk) tended to perform behind their peers in other profiles on all 3rd grade outcomes. Children who began school with similar behavior skills, but differing pre-academic skills performed differently on 3 rd grade outcomes with children who started school with weaker pre-academic skills trailing behind children who started school with stronger pre-academic skills. Profiles were still uniquely and differentially related to 3 rd grade outcomes even after controlling for demographic factors. Starting school with stronger academics can also buffer weaknesses is social/emotional skills. Results from this project highlight the importance of having strong behavior skills at school over having strong behavior skills at home. This dissertation discusses potential implications for preschool teachers and school administrators. This project highlights the importance of starting school with strong social skills at school, compared to just at home; and highlights the potential benefits of public school pre-K programs in boosting children's social/emotional skills.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780438115057Subjects--Topical Terms:

557458
Developmental psychology.
Subjects--Index Terms:

Academic performanceIndex Terms--Genre/Form:

554714
Electronic books.

How Profiles of School Readiness Relate to Third Grade Performance among Low-income Ethnically and Linguistically Diverse Children.
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520 $a School readiness is a multidimensional, complex construct that includes children's academic skills and also their environmental circumstances. Starting school ready is crucial for long-term academic success. This dissertation explored how early school readiness profiles predict third grade academic performance among a low-income ethnically diverse sample of children in Miami-Dade County, Florida. The sample comes from the Miami School Readiness Project (Winsler et al., 2008, N = 43,044), it is half male (50%), predominantly Latino (56.9%, 36.2% Black, and 6.9% White/other), and mostly poor (80.7% receiving free/reduced lunch in kindergarten and/or 1st grade). About 5.9% of the sample was enrolled in special education in kindergarten or 1st grade, and 48% were considered English Language Learners. This dissertation used a person-centered approach (i.e. latent profile analysis) and answered the following questions: (1) What number and type of profiles (based on patterns of social, behavioral, language, cognitive, and motor skills) best capture children's school readiness among low-income, ethnically, and linguistically diverse preschoolers? (2) Does membership in these clusters/profiles vary as a function of gender, ethnicity, ELL status, English proficiency, special education, poverty status, and pre-kindergarten type (e.g. pre-kindergarten vs. subsidized childcare)? (3) To what extent do the identified school readiness profiles at age 4 predict academic achievement, high-stakes test performance, and grade retention in 3rd grade, controlling for demographic variables (gender, ethnicity, ELL, English proficiency, special education, poverty, and pre-K type)? Results showed that children were categorized into six different profiles. The six profiles were divided by whether children had strong pre-academic skills (PAS, pre-academic strength) in preschool, or weak pre-academic skills (PAW, pre-academic weakness) in preschool, and then further described by behavior strengths present either at school or at home. The six profiles were: Profile 1 (PAS-strong school behavior, 10%), profile 2 (PAS-low average behavior, 20%), profile 3 (PAS-strong home behavior, 17%), profile 4 (PAW-high school, low home, 22%), profile 5 (PAW-low school, high home, 16%), and profile 6 (extreme overall risk, 15%). Results showed that females, White children, and children who did not receive free/reduced lunch, were more likely to be in profiles marked by academic strength. And children who attended center-based care and children who had a disability in kindergarten were more likely to be in high risk profiles. Children in profile 1 (PAS-strong school behavior) tended to perform ahead of their peers in other profiles on all academic outcomes (math and reading test scores, and 3rd grade GPA), and children who began school in profile 6 (extreme overall risk) tended to perform behind their peers in other profiles on all 3rd grade outcomes. Children who began school with similar behavior skills, but differing pre-academic skills performed differently on 3 rd grade outcomes with children who started school with weaker pre-academic skills trailing behind children who started school with stronger pre-academic skills. Profiles were still uniquely and differentially related to 3 rd grade outcomes even after controlling for demographic factors. Starting school with stronger academics can also buffer weaknesses is social/emotional skills. Results from this project highlight the importance of having strong behavior skills at school over having strong behavior skills at home. This dissertation discusses potential implications for preschool teachers and school administrators. This project highlights the importance of starting school with strong social skills at school, compared to just at home; and highlights the potential benefits of public school pre-K programs in boosting children's social/emotional skills.
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