Does Training Predict Second-Grade Teachers’ Use of Student Data for Decision-Making in Reading and Mathematics?

Although national legislation and policy call for the use of student assessment data to support instruction, evidence suggests that teachers lack the knowledge and skills required to effectively use data. Previous studies have demonstrated the potential of training for increasing immediate teacher outcomes (i.e., knowledge, skills, and beliefs), yet research is still needed that investigates whether these immediate learning outcomes correspond to improved practices in reading and math instruction. Using the Early Childhood Longitudinal Survey: Kindergarten (2011), the present study sought to investigate whether data-focused training predicted teacher use of data for four prevalent decision-making outcomes: monitor progress on specific skills, identify skill deficits, monitor overall progress of students performing below benchmark, and determine placement in instructional tiers. Results indicate that professional development to use data to identify struggling learners and coursework focused on the use of assessment to select interventions and supports significantly predicted teachers’ frequent use of data across key decision-making dimensions in reading instruction. Results for math instruction differ in that more frequent data use was not consistent across outcomes, more training sessions were needed, and professional development to use data to guide instruction significantly predicted use of data to monitor students who performed below benchmark.

Parenting While Food Insecure: Links Between Adult Food Insecurity, Parenting Aggravation, and Children’s Behaviors

Parents who experience food insecurity face not only uncertainty in obtaining food, but an invisible emotional burden, one that can potentially influence both their parenting behaviors and ultimately, their children. In our study, we investigated adult food insecurity’s link to parents’ aggravation and whether that aggravation influenced their children’s behaviors. Results, based on data from the Early Childhood Longitudinal Survey, Kindergarten Class of 2010-2011 using first-difference regression, showed that parents ( N = 7,820) of first graders who became food insecure experienced heightened parenting aggravation (0.525; p < .01). Our mediation analysis on a matched sample of food secure ( n = 1,600) and insecure parents ( n = 470) revealed that adult food insecurity was not directly associated with children’s behaviors; rather, it was indirectly related to lowered attentional focus (−0.062; p < .05) and inhibitory control (−0.093; p < .001) via parenting aggravation. Our findings underscore the importance of parenting aggravation in transmitting the effects of food insecurity on children’s behaviors.

Associations and Intervening Mechanisms Between Family Structure and Young Children’s Obesity

This study examined the links between different family structures—capturing type and stability thereof—and preschool-aged children’s likelihood of being obese. We build on the limited number of studies that have pursued this topic by using a large, nationally representative sample of preschool-aged children from the Early Childhood Longitudinal Survey–Birth Cohort ( n = 8,350) and exploring a wide range of mechanisms to explain these links. Results revealed that, compared with young children with stably married parents, children in cohabiting- and single-parent families that experienced a prior family structure change were more likely to be obese, except for children in single-parent families born to married parents. Children in step, stably single, and stably cohabiting families were at no greater risk of obesity. These patterns were largely driven by female children, for whom the effects of family structure were most robust. None of the 11 tested mechanisms explained such patterns.

Collective Pedagogical Teacher Culture and Teacher Satisfaction

Background/Context Teacher job satisfaction is critical to schools’ success. As organizations, schools need teachers who are satisfied with their jobs and who work with one another to build school community and increase student achievement. School organizational culture shapes teacher job satisfaction in many ways, but it is still unclear which facets of organizational culture have the greatest influence on teacher job satisfaction and whether some of these facets may have moderating effects on others. Purpose of Study This study investigates the association among two aspects of organizational culture (professional community and teacher collaboration), teacher control over school and classroom policy, and teacher job satisfaction. We use the term Collective Pedagogical Teacher Culture to refer to those schools with strong norms of professional community and teacher collaboration. Research Design We use a nationally representative sample of U.S. kindergarten teachers from the Early Childhood Longitudinal Survey in 1998–1999 and hierarchical linear modeling to examine the association between aspects of school organizational culture and teacher job satisfaction. Findings We find that professional community, collaboration, and teacher control are predictive of satisfaction and they also have interactive influences. The association between teacher collaboration and job satisfaction, as well as that between control over classroom policy and job satisfaction, is most pronounced in schools with weaker professional communities. Recommendations Future reform efforts that foster greater professional communities, teacher collaboration, and control over classrooms can exist alongside more conventional reforms such as raising curricular standards and instituting greater accountability. Fostering a strong teacher pedagogical culture will help to bolster teacher job satisfaction.

Milk intake, height and body mass index in preschool children

ObjectivesTo evaluate links between the volume of milk consumed and weight and height status in children aged 4 and 5 years.DesignWe analysed data from 8950 children followed up as part of the Early Childhood Longitudinal Survey, Birth cohort, a nationally representative cohort of children. We used linear and logistic regression to assess associations of daily servings of milk intake at age 4 years with z-scores of body mass index (BMI), height and weight-for-height at 4 and 5 years, adjusted for sex, race/ethnicity, socioeconomic status and type of milk consumed.ResultsAmong children who drank milk at age 4 years, higher milk consumption was associated with higher z-scores of BMI, height and weight-for-height at 4 years (all p<0.05). This corresponded to differences between children drinking <1 and ≥4 milk servings daily of approximately 1 cm in height and 0.15 kg in weight. By age 5 years, only the association with height remained significant (p<0.001). At 4 years, children drinking ≥3 servings of milk daily were more likely to be overweight/obese (BMI≥85th percentile) than those drinking 0.5–2 servings of milk daily (adjusted OR 1.16 (95% CI 1.02 to 1.32) p=0.02).ConclusionsIn a cohort of children at age 4 years, the volume of milk consumed was associated with higher weight status and taller stature, while at 5 years, higher milk consumption continued to be associated with taller stature. Given higher odds of overweight/obesity with milk consumption ≥3 servings daily, this study supports current American Academy of Pediatrics recommendations that pre-school children consume two milk servings daily.

Mediators of the Relationship Between Stable Nonresident Households and Toddler Outcomes

The present study examined the associations between stable nonresidence among never married parents (compared with coresident parents) and outcomes for toddlers using the Early Childhood Longitudinal Survey–Birth Cohort. The authors found small to medium negative associations between stable nonresidence and toddlers’ positive social behavior and small negative associations between stable nonresidence and toddlers’ cognition. The associations between stable nonresidence and positive social behavior and cognition were explained by mothers’ supportiveness during interactions with the child. The findings suggest that toddlers in stable nonresident families are at greater risk for lowered school readiness because of diminished quality of maternal interactions with the child. Implications for practice and policy are discussed.

The Role of School Physical Activity Programs in Child Body Mass Trajectory

Background:Physical activity at school can support obesity prevention among youth. This paper assesses the role of existing school physical activity programs for a national cohort from first grade to fifth grade.Methods:We analyzed a cohort from the Early Childhood Longitudinal Survey—Kindergarten Cohort which included 8246 children in 970 schools across the country. Growth curve models estimate the effect of physical education (PE) and recess on individual child body mass trajectories controlling for child and school characteristics. Hierarchical models allow for unobserved school and child effects.Results:Among first graders, 7.0% met the National Association of Sport and Physical Education (NASPE) recommended time for PE and 70.7% met the recommended time for recess in the previous week. Boys experienced a greater increase in body mass than girls. Meeting the NASPE recommended time for recess was associated with a 0.74 unit decrease in BMI (body mass index) percentile for children overall. Meeting the NASPE recommendation for physical education was associated with 1.56 unit decrease in BMI percentile among boys but not girls.Conclusions:We find evidence that meeting the national recommendations for PE and recess is effective in mitigating body mass increase among children.