Annotated Bibliography

Research Article

Nathaly Dorvil

Research

Christopher Chacha, Ph. D.

10/28/2015

Poverty, Race, and the Contexts of Achievement: Examining Educational Experiences of Children in the U.S. South Maryah Stella Fram, Julie E. Miller-Cribbs, and Lee Van Hornl

Statement of Problem

This article reports findings of a study examining children, classrooms, and school-level factors that affect academic achievement among public school children in the South. The researchers suggested three reasons why there is an academic gap in Education. The researchers aimed to describe the educational environments that are typical to public school children in the South; to examine the effects of child, classroom, school and to examine differences

The data for this study came from the first two years of Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K) (National Center for Educational Statistics 2001 National Center for Educational Statistics 2001b).The ECLS-K trails the educational growth of a nationwide representative cohort of children, launching with their kindergarten admission in fall of 1998.ECLS-K data was collected from numerous sources, including students, parents and school administrators. The current study included measures at the child/family, classroom, and school levels. Study considers a subset of the ECLS-K cohort, limited to white, Hispanic and black students attending public school in the South who neither changed classrooms during kindergarten nor changed schools between kindergarten and first grade. Statistical data were used throughout this study which I believe was imperative in order to have a quantitative results. The tables made it easier to understand the results. Child assessments of reading skill were piloted in the fall and spring of the kindergarten year, and in the spring of the first grade year. Assessments were scored using Item Response Theory, and they used IRT-scale scores at these three time points, with the first grade scores as their outcome measures in the multivariable analysis. Child and family variables were accounted for a set of child and family background and demographic factors that are

Based on the children in the sample, 1338 (38%) attended high minority schools. Students attending high versus low minority schools varied in several ways . Black students were 2.6 times more probable to attend a high-minority than a low-minority school (Fram, Miller-Cribbs, & Horn, 2005). Children with single parents disproportionately attended high-minority schools, as do children whose mother became pregnant while a teenager. Children in high minority schools also had mothers with lower levels of education, and lived in households with lower socio-economic status.Classrooms in high minority schools differ significantly from those in low minority schools on every dimension included in this study. in addition, classrooms in high minority schools is presented to be less adequate, and have higher proportions of students with low reading skills and low math