The Equitable Effects of Early Concerted Cultivation on Elementary and Middle School Achievement

• In Event: Poster Session 2
  In Poster Session: Division G Section 4 Poster Session: Social Contexts of Educational Policy, Politics, and Praxis

Abstract

This paper examines whether the effects of early parenting on achievement vary by socio-economic status. Using 55 measures of parenting from the ECLS-K, it identifies three dimensions of parenting from exploratory factor analysis: Concerted Cultivation, Family Engagement, and Discursive Discipline. I find that a one standard deviation increase in kindergarten Concerted Cultivation is associated with achievement gains that are greatest for low-SES students, such that SES-reading and math achievement gaps are reduced by nearly .1 standard deviations in first grade and .2 standard deviations in eighth grade. In contrast, the other dimensions of parenting do not have this equitable effect on student achievement.

Author

• Emily K. Penner, University of California - Irvine