A Parent's Economic Shadow: Family Structure versus Family Resources as Influences on Early School Achievement

1995 ◽  
Vol 57 (2) ◽  
pp. 399 ◽  
Author(s):  
Doris R. Entwisle ◽  
Karl L. Alexander
Keyword(s):  
Family Structure ◽  
School Achievement ◽  
Family Resources ◽  
Early School ◽  
Structure Versus

The Predictive Validity of the Stanford Early School Achievement Test

1977 ◽  
Vol 37 (2) ◽  
pp. 505-507 ◽  
Author(s):  
Steven G. Ames ◽  
Laurence D. Becker ◽  
Starrett Dalton
Keyword(s):  
Predictive Validity ◽  
School Achievement ◽  
Achievement Test ◽  
Early School

Family Structure, Schoolmates, and Racial Inequalities in School Achievement

1998 ◽  
Vol 60 (3) ◽  
pp. 715 ◽  
Author(s):  
Carl L. Bankston III ◽  
Stephen J. Caldas
Keyword(s):  
Family Structure ◽  
School Achievement ◽  
Racial Inequalities

The Family Structure Trajectory and Adolescent School Performance

2007 ◽  
Vol 28 (3) ◽  
pp. 319-354 ◽  
Author(s):  
Holly E. Heard
Keyword(s):  
Family Structure ◽  
Single Mother ◽  
School Achievement ◽  
Negative Consequences ◽  
Negative Effects ◽  
Hispanic Adolescents ◽  
Grade Point ◽  
Minority Adolescents ◽  
The Family ◽  
Hispanic White

The question of whether family structure consequences on school achievement are the same across racial and ethnic groups is examined using longitudinal data on 10,606 teens from the National Longitudinal Study of Adolescent Health. Based on life course theory, this article uses indicators of the family structure trajectory, such as family structure duration in adolescence and the number and timing of family changes, to predict self-reported grade point average (GPA) and to examine differences in effects among non-Hispanic White, Black, and Hispanic adolescents. Results show that the negative effects of time lived with a single mother and nonparents are reduced for Black and Hispanic adolescents, whereas having a recent family change leads to a larger drop in GPA for Blacks. Racial variation in stress, social support, and school functioning explain most race differences. For minority adolescents, negative consequences of family structure are largely attenuated by race-specific social supports and educational advantages.

Differences in Long-Term Retention in Relation to Early School Achievement

1983 ◽  
Vol 96 (2) ◽  
pp. 267
Author(s):  
James W. Hall ◽  
Michael S. Humphreys ◽  
Kim P. Wilson
Keyword(s):  
School Achievement ◽  
Term Retention ◽  
Early School ◽  
Long Term Retention

scholarly journals A Sequential Model of the Contribution of Preschool Fluid and Crystallized Cognitive Abilities to Later School Achievement

2019 ◽  
Author(s):  
Philippe Carpentier ◽  
Michel Boivin ◽  
Célia Matte-Gagné ◽  
Mara Brendgen ◽  
Simon Larose ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Maternal Education ◽  
Family Income ◽  
School Achievement ◽  
Population Based ◽  
Mediating Role ◽  
Path Analyses ◽  
Early School ◽  
Crystallized Abilities ◽  
Fluid Abilities

The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to later school achievement in primary school and examined the mediating role of crystallized abilities in this sequence of predictive associations. In both samples, participants were assessed on the same fluid and crystallized abilities at 63 months (sample 1) and 73 months (sample 2), and then regarding their school achievement in grade 1 to grade 6. Both preschool fluid and crystallized abilities were found to significantly predict school achievement, but only in the early school years. Through path analyses controlling for sex, maternal education and family income, preschool crystallized abilities mediated the association between early fluid abilities and later school achievement in the early grades of school. Crystallized abilities predicted early school achievement beyond fluid abilities, but not in the later grades. These results support the importance of early interventions aimed at both preschool fluid and crystallized abilities to prevent children from developing future school difficulties.

Sources of Resistance to the Coleman Report

1968 ◽  
Vol 38 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Daniel Moynihan
Keyword(s):  
Family Structure ◽  
Interest Groups ◽  
School Achievement ◽  
Sources Of Resistance ◽  
Educational Establishment ◽  
Coleman Report

The author discusses the responses to the Coleman Report of three interest groups from which strong reactions might have been expected—the educational establishment,the reform establishment, and the research establishment. He offers three propositions explaining why these groups responded as they did to the Coleman findings. The author illustrates one of his propositions in some detail by analyzing the Coleman data relating family structure and school achievement.

Approaches to Learning and Early School Achievement: Implications for Practice and Policy for Urban Head Start Children

2008 ◽  
Author(s):  
Rebecca Shearer ◽  
Vivian L. Gadsden ◽  
Heather Lynn Rouse ◽  
Whitney Ann LeBoeuf ◽  
Laura Hawkinson ◽  
...  
Keyword(s):  
Head Start ◽  
School Achievement ◽  
Approaches To Learning ◽  
Early School ◽  
Head Start Children
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