An Uneven Start: Indicators of Inequality in School Readiness

2002

150 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b0058dd4eded1ec32717408a309a5b922ecf638c

Citations in the corpus

• Understanding the Black-White Test Score Gap in the First Two Years of School (2004, unknown): “Controlling for socioeconomic status substantially reduces the estimated racial gaps in test scores ( see also Coley , 2002 ) .”
• School Readiness, Full-Day Kindergarten, and Student Achievement (2006, unknown): “The literature, however, has provided mixed findings with respect to the effect of full-day kindergarten on school readiness and nonacademic outcomes, and the results of our study raise the possibility that full-day kindergarten programs may actually be detrimental to the development of nonacademic ”
• Measuring School Readiness: Conceptual and Practical Considerations (2006, unknown): “Coley (2002) used data from the ECLS–K study to examine kindergartners’experience of being read to at home.”
• The environment of childhood poverty. (2004, unknown): “In a nationwide study of American kindergarten children, 36% of parents in the lowest-income quintile read to their children on a daily basis, compared with 62% of parents from the highest-income quintile (Coley, 2002).”
• The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis (2019, unknown): “…and findings on the strength of the relation are not entirely consistent (Bornstein and Bradley 2003; Bradley and Corwyn 2002; Coleman 1988; Coley 2002; Debaz 1994; Fleming and Malone 1983; Fram et al. 2007; Hattie 2009; Hoff 2003; Milne and Plourde 2006; Sarsour et al. 2011; Sirin 2005;…”