Examining the Influence of Timing and Chronicity of Homelessness on the Academic Development of Preschool Children

• In Event: 79.043 - Critical Early Childhood Policy and Practice Issues

Abstract

The overall goal of this research was to understand how timing and chronicity of homelessness influences young children’s academic development. Overall, results indicated that children experiencing homelessness performed between a third and half a standard deviation lower than other students on academic assessments, missed more days of school, and were reported for more behavioral infractions. Homelessness during pre-K or kindergarten predicted lower second grade math and language arts report cards. Children who were homeless for one year scored significantly lower than children who were never homeless on their math, language arts, and child as a learner report cards. Children experiencing homelessness for two years scored significantly worse than children who were homeless for one year on each report card subscale.

Authors

• Travis S. Wright, University of WIsconsin- Madison

• Amy Taub, University of Wisconsin - Madison