Investigating the Pathway to Proficiency from Birth through 3rd Grade 2016

Investigating the Pathway to Proficiency from Birth through 3rd Grade

Overview

The success of children in the early grades has been found to be closely tied to their experiences during early childhood. The purpose of this study is to examine how individual-, family-, and neighborhood-characteristics, social service receipt, mobility, and school experiences affect the development of child literacy. By using a cohort design, this study estimated the effects of these variables on two educational outcomes, kindergarten readiness (as measured by the Kindergarten Readiness Assessment-Literacy [KRA-L]) and 3rd grade reading proficiency (as measured Ohio Achievement Assessments [OAA]). Using an Integrated Data System (IDS), multiple data sources containing individual-level records for each child were linked. These included administrative records following children from birth to kindergarten (e.g., birth certificates, public services, child maltreatment, child care subsidy, pre-school attendance, and public school). Additionally, neighborhood-level data from the American Community Survey (ACS) 2009 were matched to each child’s census tract to measure the neighborhood condition. The study is summarized into two parts depending on the educational outcomes.

Project Team:

Claudia Coulton, Ph.D., Case Western Reserve University (Co-PI)

Robert Fischer, Ph.D., Case Western Reserve University (Co-PI)

Seok-Joo Kim, Ph.D., Case Western Reserve University

Elizabeth R. Anthony, Ph.D., Case Western Reserve University

Keywords:

Early Childhood
Kindergarten Readiness
Reading

Contact:

Questions regarding this project should be directed to the Co-PI’s at:

Claudia Coulton, Ph.D.
Distinguished University Professor
Case Western Reserve University
(216) 368-2304

claudia.coulton@case.edu

Rob Fischer, Ph.D.
Research Professor
Case Western Reserve University
(216) 368-2711
fischer@case.edu