Economic Disparities: SPARK Ohio and Narrowing the Kindergarten Readiness Gap

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ID: 9975
2018
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Abstract
The present study investigated the extent to which children of various economic backgrounds were prepared for kindergarten literacy activities, as measured by the Kindergarten Readiness Assessment-Literacy (KRA-L). The study also assessed the extent to which children’s economic disadvantagement status moderates the relationship between KRA-L scores and the level of participation in SPARK Ohio, an early education intervention focused on increasing parental engagement and advocacy. KRA-L scores for children entering kindergarten in fall 2012 were analyzed for 548 SPARK Ohio participants and 1594 comparison children. Both SPARK Ohio and comparison children identified as economically disadvantaged scored significantly lower on the KRA-L, compared to children not classified as economically disadvantaged. Economic disadvantage status may moderate the influence of participating in SPARK Ohio; children identified as economically disadvantaged scored significantly higher on the KRA-L when they participated in SPARK Ohio, compared to those that did not participate in SPARK Ohio.
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r2018economicchild Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Kenne, Deric R.;Fischbein, Rebecca;DeLuca, Thomas A.;Bryant, Jennifer A.;Laurene, Kimberly;Mulvany, Jessica L.;Leahy, Peter;Banks, Diane M.;Kenne, Deric R.;Fischbein, Rebecca;DeLuca, Thomas A.;Bryant, Jennifer A.;Laurene, Kimberly;Mulvany, Jessica L.;Leahy, Peter;Banks, Diane M.;
Journal child development research
Year 2018
DOI
10.1155/2018/4383792
URL
https://www.hindawi.com/journals/cdr/2018/4383792/abs/
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