Collaborative Research: Resource and Stress Processes Underlying Economic Disparities in Early School Success

该项目旨在查明收入不平等影响儿童学业成功的关键过程。来自富裕家庭的孩子比来自经济贫困家庭的孩子有更好的学习技能，这种差异干扰了弱势儿童的教育成功，从而抑制了21世纪工作和美国经济成功的广泛准备。为了造福社会，这项研究将通过揭示导致儿童学术技能不平等的最具影响力的过程，促进儿童为未来做好准备。为此，它将建立和测试一个概念框架，以了解造成经济困难儿童与处境不利儿童在学术技能方面差距的过程。这项研究对改善美国儿童和家庭的生活具有重要意义，因为它确定了干预措施和政策的目标，这些干预措施和政策可以改善经济弱势儿童的生活机会，并阻止学校成功方面日益增长的不平等。这项研究将扩大现有的知识，经济因素如何影响儿童的早期学习和学术技能。具体目标是：（1）建立、测试和完善一个综合模型，说明将收入不平等现象传递给幼儿学习技能的重要背景力量;（2）利用开创性的地理制图技术，将来自多个国家数据来源的数据联合收割机结合起来;以及（3）使用尖端的分析技术来确定家庭，学校，和邻里关系的进程参与了经济不平等和儿童的不同学术技能之间的关系。该项目将联合收割机结合一系列广泛的国家行政数据来源和关于从婴儿期到幼儿园跟踪的大约11 000名儿童和从幼儿园到五年级跟踪的18 000名儿童的纵向调查和评估数据。计量经济学的统计分析将同时测试家庭，学校和邻里的过程，以描绘影响儿童技能发展的重要因素。

This project seeks to pinpoint key processes through which income inequality influences children's academic success. Children from wealthier families have much better academic skills than do children from economically disadvantaged families, and such disparities interfere with disadvantaged children's educational success, thereby inhibiting broad preparation for 21st century jobs and American economic success. To benefit society, this study will facilitate children's preparation for the future by revealing the most impactful processes driving inequality in children's academic skills. It will do so by building and testing a conceptual framework for understanding the processes that contribute to gaps in the academic skills of economically advantaged versus disadvantaged children. The study has important implications for improving the lives of American children and families by identifying targets for interventions and policies that could improve the life chances of economically disadvantaged children and stem growing inequalities in school success. This study will expand extant knowledge of how economic factors influence children's early learning and academic skills. Specific objectives are (1) to create, test, and refine a comprehensive model of the important contextual forces that transmit income inequality to young children's academic skills; (2) to combine data from multiple national data sources using pioneering geographic mapping technologies; and (3) to use cutting-edge analytic techniques to determine how key family, school, and neighborhood processes are involved in the relationship between economic inequality and children's differing academic skills. The project will combine a broad array of national administrative data sources with longitudinal survey and assessment data on approximately 11,000 children followed from infancy through kindergarten and 18,000 children followed from kindergarten through 5th grade. Econometric statistical analyses will simultaneously test home, school, and neighborhood processes to delineate significant factors that influence the development of children's skills.