Racial and Socioeconomic Gaps in Executive Function Skills in Early Elementary School

2017 ◽  
Vol 46 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Michael Little
Keyword(s):  
Socioeconomic Status ◽  
Elementary School ◽  
Executive Function ◽  
Hispanic Students ◽  
Second Grade ◽  
Future Research ◽  
Data Set ◽  
Socioeconomic Gaps ◽  
Early Elementary School ◽  
Nationally Representative

This brief leverages the first ever nationally representative data set with a direct assessment of elementary school-aged children’s executive function skills to examine racial and socioeconomic gaps in performance. The analysis reveals large gaps in measures of working memory and cognitive flexibility, the two components of executive function included in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), based on racial group membership and socioeconomic status. Children’s initial gaps on entry into kindergarten in executive function measures are generally lower than gaps in measures of math and reading achievement. Furthermore, as children progress to the end of second grade, gaps in executive function skills commonly narrow for Black and Hispanic students as well as each socioeconomic status quintile. Implications and directions for future research are discussed.

Money over Merit? Socioeconomic Gaps in Receipt of Gifted Services

2019 ◽  
Vol 89 (3) ◽  
pp. 337-369 ◽  
Author(s):  
JASON A. GRISSOM ◽  
CHRISTOPHER REDDING ◽  
JOSHUA F. BLEIBERG
Keyword(s):  
Socioeconomic Status ◽  
Elementary School ◽  
Longitudinal Data ◽  
Elementary School Students ◽  
Low Ses ◽  
School Students ◽  
Background Factors ◽  
Socioeconomic Gaps ◽  
Nationally Representative ◽  
Achievement Levels

In this essay, Jason A. Grissom, Christopher Redding, and Joshua F. Bleiberg investigate the receipt of gifted services based on the socioeconomic status (SES) of elementary school students and their families. Using nationally representative longitudinal data, they show that gaps in the receipt of gifted services between the highest and lowest SES students are profound, and these gaps remain substantial even after taking into account students' achievement levels and other background factors and using school fxed effects to explain school sorting. The authors discuss several potential approaches schools and districts can use to ameliorate the apparent disadvantages students from low-SES families experience in processes surrounding receipt of gifted services.

The Efficacy of the Family Check-Up on Children’s Emotional and Behavior Problems in Early Elementary School

2018 ◽  
Vol 28 (2) ◽  
pp. 67-79 ◽  
Author(s):  
S. Andrew Garbacz ◽  
Laura Lee McIntyre ◽  
Elizabeth A. Stormshak ◽  
Derek B. Kosty
Keyword(s):  
Elementary School ◽  
Behavior Problems ◽  
Second Grade ◽  
Future Research ◽  
Early Elementary ◽  
Teacher Report ◽  
Special Services ◽  
The Family ◽  
Early Elementary School ◽  
And Behavior

This study reports results of a randomized, controlled trial examining the efficacy of the Family Check-Up (FCU) initiated during kindergarten on teacher report of children’s emotional and behavior problems in first and second grade. Children’s emotional and behavior needs and the receipt of special services in school at pretest were examined as moderators. Participants were primary caregivers and teachers of 365 children in early elementary school. Using an intent-to-treat approach, results indicated children in the FCU condition outperformed children in a business-as-usual control condition on teacher report of emotional and behavior problems in first and second grade. Children experiencing higher levels of emotional and behavior problems at pretest benefited from the FCU more than did children who experienced lower levels of problems. There was no evidence of moderation by whether children received special services in school. Implications for family-centered interventions, study limitations, and future research directions are discussed.

scholarly journals The COVID Connection: Pandemic Anxiety, COVID-19 Comprehension, and Digital Confidence

2021 ◽  
pp. 000276422110031
Author(s):  
Laura Robinson ◽  
Jeremy Schulz ◽  
Øyvind N. Wiborg ◽  
Elisha Johnston
Keyword(s):  
Logistic Models ◽  
The United States ◽  
Sociodemographic Factors ◽  
Future Research ◽  
Lower Probability ◽  
Data Set ◽  
Digital Inequality ◽  
Partner Status ◽  
General Anxiety ◽  
Nationally Representative

This article presents logistic models examining how pandemic anxiety and COVID-19 comprehension vary with digital confidence among adults in the United States during the first wave of the pandemic. As we demonstrate statistically with a nationally representative data set, the digitally confident have lower probability of experiencing physical manifestations of pandemic anxiety and higher probability of adequately comprehending critical information on COVID-19. The effects of digital confidence on both pandemic anxiety and COVID-19 comprehension persist, even after a broad range of potentially confounding factors are taken into account, including sociodemographic factors such as age, gender, race/ethnicity, metropolitan status, and partner status. They also remain discernable after the introduction of general anxiety, as well as income and education. These results offer evidence that the digitally disadvantaged experience greater vulnerability to the secondary effects of the pandemic in the form of increased somatized stress and decreased COVID-19 comprehension. Going forward, future research and policy must make an effort to address digital confidence and digital inequality writ large as crucial factors mediating individuals’ responses to the pandemic and future crises.

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

2017 ◽  
Vol 90 (4) ◽  
pp. 355-377 ◽  
Author(s):  
Angran Li ◽  
Mary J. Fischer
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Level ◽  
School Involvement ◽  
School Students ◽  
Data Set ◽  
Positive Effects ◽  
Parental School Involvement ◽  
Formal Organizations ◽  
Nationally Representative

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

scholarly journals Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Pauline W Jansen ◽  
Marina Verlinden ◽  
Anke Dommisse-van Berkel ◽  
Cathelijne Mieloo ◽  
Jan van der Ende ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Elementary School ◽  
Early Elementary ◽  
Early Elementary School ◽  
Neighbourhood Socioeconomic Status

scholarly journals An exploration of the consequences of, and coping with loneliness in an ageing intellectual disability population

2022 ◽  
Vol 5 ◽  
pp. 2
Author(s):  
Andrew Wormald ◽  
Philip McCallion ◽  
Mary McCarron
Keyword(s):  
Intellectual Disability ◽  
Stressful Life Events ◽  
Binary Logistic Regression ◽  
Health Behaviours ◽  
Future Research ◽  
Moderate Activity ◽  
Data Set ◽  
Psychological Reactions ◽  
Chi Squared ◽  
Nationally Representative

Background: Loneliness has been associated with hypervigilance and sad passivity. The physiological and psychological reactions of people with an intellectual disability to loneliness have never been investigated. This research aims to explore the outcomes of loneliness for an ageing intellectual disability population. Methods: In Ireland, data from a nationally representative data set of people aged over 40 years with an intellectual disability (N=317) was applied to a social environment model that describes the effects of loneliness in five pre-disease pathways health behaviours, exposure to stressful life events, coping, health and recuperation. The data was tested through chi-squared, ANCOVA and binary logistic regression. Results: Being lonely predicted raised systolic blood pressure (A.O.R=2.051, p=0.039), sleeping difficulties (AOR=2.526, p=0.002) and confiding in staff (AOR=0.464 p=0.008). Additionally, participants who did moderate activity had significantly higher loneliness scores (F=4.171, p<0.05). Conclusions: The analysis supports the concept of hypervigilance in older people with an intellectual disability and limited support for the use of coping mechanisms that differ from those found in the wider population. Future research needs to investigate the longitudinal relationships between loneliness and health.

Set Up to Fail: Explaining When Women-Led Businesses Are More Likely to Fail

2017 ◽  
Vol 45 (3) ◽  
pp. 926-954 ◽  
Author(s):  
Tiantian Yang ◽  
María del Carmen Triana
Keyword(s):  
Theory And Practice ◽  
Business Failure ◽  
Future Research ◽  
Entrepreneurial Firms ◽  
Role Congruity Theory ◽  
Female Entrepreneurs ◽  
Data Set ◽  
Role Congruity ◽  
Nationally Representative ◽  
Set Up

Drawing on role congruity theory, we examine whether and when women-led ventures are more likely to fail than men-led ventures. We investigate the relationship between the gender of the leading entrepreneur and business failure and three important moderators of this relationship: whether the leadership assignment is consistent with merit, whether the venture operates in a female-dominated industry, and whether the venture is operated by a spousal team. Drawing on a unique, nationally representative data set of entrepreneurial firms sampled from the U.S. population in 2005 and followed yearly until 2011, we demonstrate that female entrepreneurs’ businesses are more likely to fail than those of their male counterparts. Regarding the moderating effects, our results show that female entrepreneurs’ businesses are more likely to fail when their merit-based competence is inferior to that of their cofounders. However, in the same scenario, male entrepreneurs are still able to lead their businesses successfully. We also find that women entrepreneurs’ disadvantages in leading new businesses are amplified in contexts that many have expected to be supportive of women, including in industries dominated by women and within spousal teams. Together, our results suggest that women’s disadvantages in leading their businesses may be perpetuated by gender beliefs that discount women’s leadership. Based on our findings, we discuss our contributions to theory and practice, and we offer implications for future research.

scholarly journals Nationally Representative Evidence on the Association Between Preschool and Executive Function Skills Throughout Elementary School

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110483
Author(s):  
Michael Little
Keyword(s):  
Working Memory ◽  
Elementary School ◽  
Executive Function ◽  
Cognitive Flexibility ◽  
Cognitive Processes ◽  
Preschool Attendance ◽  
Nationally Representative ◽  
Goal Directed Behavior ◽  
Research And Policy ◽  
Kindergarten Class

Executive function skills are a set of cognitive processes that help individuals to engage in goal-directed behavior and have been linked to benefits in academic achievement and other learning-related outcomes. Recently, there has been interest in understanding how attending center-based preschool may relate to the development of executive function skills. This study used the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (n ~ 9,270) to examine the association between preschool attendance and executive function skills in each grade of elementary school. The results of the analysis suggest small initial associations of preschool attendance with some subdomains of executive function (working memory) but not others (cognitive flexibility). These associations are heterogenous based on preschool type (i.e., public vs. private). The longitudinal analysis revealed rapid attenuation of initially positive associations, but also some indications of so-called “sleeper effects” emerged in late elementary school for working memory. Implications for research and policy are discussed.

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