Neighborhood disadvantage and children's cognitive skill trajectories.

ABSTRACT: This study examined how neighborhood poverty is associated with children's trajectories of growth in math and reading skills in early elementary school, and how these associations vary by student characteristics, using multilevel growth models with nationally representative data from the 2011 Early Childhood Longitudinal Study-Kindergarten Cohort. About one-quarter (25.6%) of children lived in communities of concentrated poverty. Findings suggest that achievement gaps by neighborhood disadvantage are large and present before Kindergarten, shrink during the Kindergarten year, but then widen the year following, and remain relatively consistent in the first years of elementary school. Growth in math skills appeared to vary more with neighborhood poverty than growth in reading skills. There wa

SUBMITTER: Vinopal K 

PROVIDER: S-EPMC7347335 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature