2-209 - Contextual Influences Promoting Resilience for Low-income Children: Evidence from Longitudinal and Experimental Data

Session Type: Paper Symposium

Integrative Statement

Robust research demonstrates negative associations between poverty in early childhood, and socio-emotional and academic achievement in the short and long-term (e.g. Blair & Raver, 2016). Some research suggests that experiences in the family, school and community are pathways through which poverty affects development (e.g. Chaudry & Wimer, 2016). Yet, there are few large-scale empirical studies that have examined these pathways with rigorous quantitative methods. Further, a growing body of research suggests that socio-emotional (SEL) interventions may help mitigate the negative effects of poverty (e.g. Durlak et al., 2011; Zins & Elias, 2007). Yet, more work is needed to identify whether there are long-term impacts of SEL programs, and to determine the efficacy of specific program components.

The four papers in this symposium address these gaps. The first paper uses national longitudinal data to assess how economic disparities are transmitted to children through resource and stress processes. Building on this descriptive evidence, the second paper examines the long-term effects of an SEL program implemented in preschool on children’s selection into higher-quality high schools. The third paper similarly considers the long-term effects of early intervention for low-income students, finding program impacts on children’s English/Language Arts test scores in fourth and fifth grade. The final paper then addresses whether there are specific, easily implemented components of more comprehensive SEL programs that can improve outcomes for low-income students. Taken together, the papers provide evidence about the key contexts and interventions that can promote resilience for low-income children across development.

Sub Unit

• Prevention and Interventions

Chairs

• Erin O'Connor, New York University

• Meghan McCormick, MDRC

Individual Presentations

• Family and Community Drivers of Economic Disparities in School Readiness Skills - Presenting Author: Rebekah Levine Coley, Boston College; Non-Presenting Author: Bryn Spielvogel, Boston College; Non-Presenting Author: Claudia Kruzik, Boston College; Non-Presenting Author: Portia Miller, University of Pittsburgh; Non-Presenting Author: Elizabeth Votruba-Drzal, University of Pittsburgh; Non-Presenting Author: Laura Betancur, University of Pittsburgh

• The Effect of Early Intervention on Later School Selection - Presenting Author: Tyler Watts, New York University; Non-Presenting Author: Deanna Ibrahim, New York University; Non-Presenting Author: Alaa Khader, New York University; Non-Presenting Author: Jill Gandhi, New York University; Non-Presenting Author: Cybele Raver, New York University

• Long-Term Effects of Social-Emotional Learning on Academic Achievement: Do Impacts Vary by Early Skills? - Presenting Author: Hope White, New York University; Non-Presenting Author: Erin O'Connor, New York University; Non-Presenting Author: Meghan McCormick, MDRC; Non-Presenting Author: Elise Cappella, New York University; Non-Presenting Author: Sandee McClowry, New York University

• Evaluating the Impact of a Kernel Designed to Build Executive Function Skills: A Randomized Trial of Brain Games - Presenting Author: Sophie Barnes, Harvard Graduate School of Education; Non-Presenting Author: Rebecca Bailey, Harvard Graduate School of Education; Non-Presenting Author: Stephanie Jones, Harvard Graduate School of Education