Poster #75 - Early childhood Child Protective Services involvement, school readiness, and academic achievement: A longitudinal community-based cohort

• In Event: Poster Session 03

Abstract

Educational policy has recognized the importance of school readiness to ensure that children are prepared to learn once they begin kindergarten (Kagan & Kauerz, 2007; Maxwell & Clifford, 2004; National Education Goals Panel, 1991). All states have defined school readiness as the necessary developmental skills and capabilities that children should have by kindergarten entry (Child Trends, 2010). Consequently, state and federal agencies often mandate early childhood screening to encourage early intervention for children who need it with the hopes of promoting their school adjustment (Kalstabakken et al., 2021). Research has shown that children in family and ecological settings that promote learning are more likely to develop the language, cognitive, and social skills needed for school success (Burger, 2010). Unfortunately, children who have been exposed to maltreatment are at higher risk for social, emotional, behavioral, and cognitive difficulties (Kovan et al., 2014). Moreover, evidence suggests that children under the age of 7 years are more likely to experience trauma relative to other age groups (U.S. Department of Health and Human Services, 2017). In addition to preventing maltreatment, research is needed to inform policy and practices that support academic achievement among diverse children, including those exposed to CPS. Utilizing a risk and resilience framework (Masten et al., 2021), our aim is to examine the association of early forms CPS involvement with academic achievement in 3rd grade, mediated by school readiness prior to kindergarten in an urban school district context; we expect that 1) academic achievement will not differ between two CPS-involved groups and 2) that school readiness will play a mediating role on this association.

In a pre-registered study, a sample of 465 3-to-71-month-olds (53.5% female, 34% Black, 43.9% White, 4.1% Asian, 6% American Indian/Alaskan Native, 11.2% Multiracial; 11.2% any CPS involvement) completed the Minneapolis Preschool Screening Instrument-Revised in English to determine their development in multiple domains (motor skills, cognitive skills, language, and literacy). The measure included 64-items and has good reliability/construct validity (M=.46.3, SD=14.34)(Minneapolis Public Schools, 2007, 2016). This widely used screener is designed to measure “developmental readiness” for early school success. Administrative data from the Minnesota Department of Human Services was matched and utilized to determine three groups in our sample, including: 1) any CPS involvement, 2) CPS maltreatment substantiated, and 3) no CPS. Outcomes included Minnesota Comprehensive Assessments of reading (M=2.17, SD=1.04) and mathematics (M=2.35, SD=1.038).

In the context of developmental screening and practice, little is known about the role of school readiness on the relationship between CPS involvement and academic achievement. To address this gap, we will perform a three-stage hierarchical multiple regression analysis to examine the association of forms of CPS involvement on children’s 3rd grade academic achievement (separately for reading and math), testing the mediating role of developmental readiness on this association. Findings from this study are expected to illuminate the role of developmental readiness among youth exposed early to CPS and their school adjustment, with implications for developmental screening practices and policy enhancements to promote long-term academic achievement.

Authors

• Jasmine M Banegas, University of Minnesota - Twin Cities
  Presenting Author

• Alyssa R Palmer, University of Minnesota - Twin Cities

• Kathleen Francis

• Rebecca Distefano, Roger Williams University

• Ann S. Masten, University of Minnesota - Twin Cities