School-Level Supports That Contribute to Academic Success Among At-Risk U.S. Kindergarteners

• In Event: Poverty, Early Social Supports, and Child Outcomes

Abstract

The current study examined links between school-level support factors and academic growth in a population of US kindergarteners at-risk of school failure based on demographic characteristics and behavioral functioning. Data from the Early Childhood Longitudinal Study- Kindergarten (ECLS-K) were used to compare reading outcomes of students meeting at-risk criteria and their non-risk peers. School-support factors of interest were family support programs, positive school climate, kindergarten transition programs, and instructional support. Results of HLM analyses indicate a significant positive relationship between instructional support and reading performance across groups, while family support programs are associated with growth among demographically at-risk students and positive school climate with reading growth among students who display behavioral challenges. Implications and future directions will be discussed.

Authors

• Leigh Shebanie McCallen, The Graduate Center - CUNY

• Sophia Catsambis, Queens College - CUNY