Early education and later achievement: The impact of COVID-19 on educational attainment of African American children

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PROJECT SUMMARY The research focuses on examining African American children across a broad range of socioeconomic statuses (SES), avoiding the inherent confound in examination of only low-income African American children. In the proposed research, cognitive processes (fluid reasoning, executive functioning, and crystallized knowledge) are examined within the context of classroom quality (emotional support, classroom organization, and instructional support), student-teacher relationships (warmth and conflict), and home environmental stimulation to elucidate determinants of reading and math achievement among an economically diverse sample of African American children. A primary aim of the research is also to examine the impact of COVID-19 on the educational attainment of African American children. The research is a natural experiment involving longitudinal follow-up of an economically diverse sample of 198 African American children originally assessed in their preschool, kindergarten, and early elementary school years and a new cohort of children who experienced a disruption in their preschool year due to COVID-19. The proposed research will have a significant impact on improving educational outcomes in African American children by enhancing our understanding of the child x environment processes that influence reading and math achievement in this underserved population. Results of the research can be used in developing treatments, interventions, or policies concerning early childhood development and education for this understudied population, thereby contributing to enhancing the health and outcomes of children in this nation.