Racial and Socioeconomic Gaps in Executive Function Skills in Early Elementary School: Nationally Representative Evidence From the ECLS-K:2011

Autor/in	Little, Michael
Titel	Racial and Socioeconomic Gaps in Executive Function Skills in Early Elementary School: Nationally Representative Evidence From the ECLS-K:2011
Quelle	In: Educational Researcher, 46 (2017) 2, S.103-109 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
Schlagwörter	Children; Longitudinal Studies; Surveys; Executive Function; Socioeconomic Status; Achievement Gap; Regression (Statistics); Social Stratification; Short Term Memory; Mathematics Achievement; Reading Achievement; Kindergarten; Early Childhood Education; Elementary School Students; Academic Achievement; Grade 1; Grade 2; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Socio-economic status; Sozioökonomischer Status; Regression; Regressionsanalyse; Soziale Zusammensetzung; Kurzzeitgedächtnis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	This brief leverages the first ever nationally representative data set with a direct assessment of elementary school-aged children's executive function skills to examine racial and socioeconomic gaps in performance. The analysis reveals large gaps in measures of working memory and cognitive flexibility, the two components of executive function included in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), based on racial group membership and socioeconomic status. Children's initial gaps on entry into kindergarten in executive function measures are generally lower than gaps in measures of math and reading achievement. Furthermore, as children progress to the end of second grade, gaps in executive function skills commonly narrow for Black and Hispanic students as well as each socioeconomic status quintile. Implications and directions for future research are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01