Nationwide Growth Mixture Modeling of Early Classroom Disengagement Among Children at Risk

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-12 - Teacher Practices and Judgment in Student Assessment

Abstract

This research examined latent developmental patterns for early classroom disengagement among children from underresourced families. A representative sample (N = 1,377) of children from the Head Start Impact Study was assessed for manifestations of reticent/withdrawn and low-energy behavior over four years. Latent growth mixture modeling revealed three distinct subpopulations of change patterns featuring a dominant class associated with generally good classroom adjustment and a more extreme class with relatively marginal, sometimes problematic adjustment. Whereas reticent/withdrawn behavior ordinarily subsides over time, low-energy behavior increases. More extreme low-energy behaviors tend to dissipate through schooling and extreme reticence/withdrawal becomes accentuated, with both types associated with later academic and social problems. Attendant risk and protective factors are identified and discussed.

Authors

• Paul A. McDermott, University of Pennsylvania

• Michael J. Rovine, University of Pennsylvania

• Marley Watkins, Baylor University

• Jessica Chao, University of Pennsylvania

• Clare Waterman Irwin, Education Development Center, Inc.

• Roland Reyes, University of Pennsylvania