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

早期教育和后期成就：COVID-19 对非裔美国儿童受教育程度的影响

• 批准号: 10678778
• 负责人: Araba Nayena Blankson
• 金额: $ 48.71万
• 依托单位: SPELMAN COLLEGE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2027-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10678778
• 关键词: Academic achievement; Achievement; Address; African American; Area; COVID-19; COVID-19 impact; COVID-19 pandemic; Child; Cognition; Conflict (Psychology); Crystallization; Development; Education; Emotional; Environment; Future Teacher; Goals; Health; Home; Home environment; Individual; Instruction; Intelligence; Intervention; Knowledge; Life; Liquid substance; Low income; Mathematics; Natural experiment; Nursery Schools; Outcome; Pathway interactions; Play; Policies; Population; Predictive Factor; Process; Productivity; Reading; Research; Research Project Summaries; Role; Sampling; Schools; Societies; Socioeconomic Status; Testing; Uncertainty; Underserved Population; cognitive process; cognitive skill; cohort; early childhood; elementary school; executive function; experience; follow-up; high school; improved; kindergarten; mathematical ability; reading ability; recruit; school environment; second grade; socioeconomics; success; tenth grade; third grade

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.

项目摘要 这项研究的重点是在广泛的社会经济背景下研究非裔美国儿童。 社会经济地位（SES），避免了固有的混淆，只有低收入的非洲裔美国儿童的检查。 在拟议的研究中，认知过程（流体推理，执行功能和结晶） 知识）在课堂质量（情感支持，课堂组织， 和教学支持），师生关系（温暖和冲突），以及家庭环境 刺激，以阐明阅读和数学成绩的决定因素之间的经济多样化 非裔美国儿童的样本。该研究的主要目的还包括研究COVID-19的影响 非裔美国儿童的教育成就。这项研究是一项自然实验， 对198名非裔美国儿童的经济多样化样本进行纵向随访， 在学前班、幼儿园和小学早期， 由于COVID-19，他们在学龄前经历了中断。该研究计划将有一个 对改善非裔美国儿童的教育成果产生重大影响， 了解儿童x环境过程，影响阅读和数学成绩，在这方面 服务不足的人口。研究结果可用于开发治疗，干预措施或 为这一未得到充分研究的人口制定有关幼儿发展和教育的政策， 为提高我国儿童的健康和成果做出贡献。