TY - JOUR
T1 - Protective Factors for School Readiness Among Children in Poverty
AU - Holliday, Matthew R.
AU - Cimetta, Adriana
AU - Cutshaw, Christina A.
AU - Yaden, David
AU - Marx, Ronald W.
N1 - Funding Information:
This project was supported by the Arizona Early Childhood Development and Health Board— First Things First.
Publisher Copyright:
© 2014, Copyright © Taylor & Francis Group, LLC.
PY - 2014/10/2
Y1 - 2014/10/2
N2 - The economic status of families and their children's learning outcomes are closely related. For example, children living in poverty tend to score worse on measures of reading and math performance than their more affluent peers, and this achievement gap is present by kindergarten. In this study, we identified protective factors associated with school readiness among an Arizona sample of children living at or below the federal poverty line (N = 230). Using multiple linear regression, we examined the association between assessments of school readiness, health status, childcare hours, home language, parent engagement, and parent education. We found that increased weekly childcare hours and better health were associated with higher proficiency in math, literacy, and approaches to learning, and may serve as resilience factors for children in poverty that may contribute to closing the achievement gap.
AB - The economic status of families and their children's learning outcomes are closely related. For example, children living in poverty tend to score worse on measures of reading and math performance than their more affluent peers, and this achievement gap is present by kindergarten. In this study, we identified protective factors associated with school readiness among an Arizona sample of children living at or below the federal poverty line (N = 230). Using multiple linear regression, we examined the association between assessments of school readiness, health status, childcare hours, home language, parent engagement, and parent education. We found that increased weekly childcare hours and better health were associated with higher proficiency in math, literacy, and approaches to learning, and may serve as resilience factors for children in poverty that may contribute to closing the achievement gap.
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U2 - 10.1080/10824669.2014.971692
DO - 10.1080/10824669.2014.971692
M3 - Article
AN - SCOPUS:84919717937
SN - 1082-4669
VL - 19
SP - 125
EP - 147
JO - Journal of Education for Students Placed at Risk
JF - Journal of Education for Students Placed at Risk
ER -