Closing the Educational Gap: Exploring Predictors of Kindergarten Readiness in African American Children

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Assessment and Student Achievement in Schools

Abstract

This study used data from a longitudinal cohort study of children’s preschool experiences and their kindergarten readiness to explore associations between child, family, and preschool classroom factors and African-American children’s (N = 409; Mage = 4.5 years) school readiness skills at kindergarten. The strongest predictors of children’s kindergarten readiness were children’s cognitive skills at preschool entry and their attendance rates in preschool, controlling for other demographics (age, gender, family income, parent education) and classroom factors (classroom quality, lead teacher education, state star rating). We also found a negative correlation between classroom quality and children’s kindergarten readiness in the domain of physical development. Implications of these findings for improving equity in educational opportunities for African-American children are discussed.

Authors

• Joseph Amankwah Boateng, University of Dayton

• Mackenzie Henry

• Maya Quale

• Marissa Brown, University of Dayton

• Mary Fuhs