Family Social Capital in Kindergarten: Predicting Third-Grade Learning and Developmental Outcomes for Low-Socioeconomic-Status Urban Children

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: Urban Learning, Teaching and Research SIG Roundtable Three (Table 16)

Abstract

Concentrated pockets of under-resourced neighborhoods and schools exist in urban areas in which there are overwhelming numbers of children labeled “at-risk.” Structural equation modeling was used to predict associations between family social capital in kindergarten and third-grade learning and development outcomes for low-socioeconomic children in urban areas. Data from the Early Childhood Longitudinal Survey-Kindergarten Class of 2010-11 were analyzed. Child outcomes included third-grade language/literacy, cognitive development/problem-solving, and approaches to learning. Findings indicate that family social capital has a significant longitudinal impact on children’s development and learning. Early factors influencing children’s later development and learning can inform intervention strategies, potentially moderating gaps in these areas between socioeconomic groups. Findings can be used to inform practice and policy for children and families.

Author

• Dominic F. Gullo, Drexel University
  Presenting Author