A Study of Differential Pre-K Readiness Across Racial/Socioeconomic Lines in Evanston/Skokie School District 65
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Date
2017-05-01
Journal Title
Journal ISSN
Volume Title
Publisher
Vanderbilt University. Peabody College
Abstract
Ackerman and Barnett (2005) suggest that "future academic success is dependent on being ready to learn and participate in a successful kindergarten experience" (p. 1). More importantly, a quality preschool experience has the potential to reduce gaps in achievement and the reproduction of socioeconomic inequalities that persist among disadvantaged families (Crosnoe, Purtell, Davis-Kean, Ansari, & Benner, 2016). Research has also indicated that students from low socioeconomic backgrounds are at a disadvantage, as they begin school with fewer academic skills and greater gaps in cognitive and academic competencies than their more advantaged peers (Stipek & Ryan, 1997). According to Magnuson, Meyers, Ruhm, and Waldfogel (2004), "differences in children's childhood experiences play a formative role in shaping school readiness and largely explain the skill gaps at school entry" (2004, p. 117).
Description
Leadership Policy and Organizations Department capstone project
Keywords
Pre-K, Readiness, Pre-K Readiness, Differential, Differential Readiness, Socioeconomic