School readiness among children of immigrants in the US: Evidence from a large national birth cohort study

Wen Jui Han; Rae Hyuck Lee; Jane Waldfogel

doi:10.1016/j.childyouth.2012.01.001

School readiness among children of immigrants in the US: Evidence from a large national birth cohort study

Wen Jui Han, Rae Hyuck Lee, Jane Waldfogel

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Abstract

Using the Early Childhood Longitudinal Study-Birth Cohort (n ≈ 6800), we examined the factors explaining variation in school readiness in a large and nationally representative sample of children in immigrant and non-immigrant families. In OLS regression models with rich controls to account for selection, we found that language background was a key factor in explaining children of immigrants' expressive language and early reading at kindergarten, whereas both socioeconomic status and language background helped explain their performance in math.

Original language	English (US)
Pages (from-to)	771-782
Number of pages	12
Journal	Children and Youth Services Review
Volume	34
Issue number	4
DOIs	https://doi.org/10.1016/j.childyouth.2012.01.001
State	Published - Apr 2012

Keywords

ECLS-B
English proficiency
Family SES
Foreign-born
Immigrants
School readiness

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Sociology and Political Science

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10.1016/j.childyouth.2012.01.001

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abstract = "Using the Early Childhood Longitudinal Study-Birth Cohort (n ≈ 6800), we examined the factors explaining variation in school readiness in a large and nationally representative sample of children in immigrant and non-immigrant families. In OLS regression models with rich controls to account for selection, we found that language background was a key factor in explaining children of immigrants' expressive language and early reading at kindergarten, whereas both socioeconomic status and language background helped explain their performance in math.",

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AB - Using the Early Childhood Longitudinal Study-Birth Cohort (n ≈ 6800), we examined the factors explaining variation in school readiness in a large and nationally representative sample of children in immigrant and non-immigrant families. In OLS regression models with rich controls to account for selection, we found that language background was a key factor in explaining children of immigrants' expressive language and early reading at kindergarten, whereas both socioeconomic status and language background helped explain their performance in math.

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School readiness among children of immigrants in the US: Evidence from a large national birth cohort study

Abstract

Keywords

ASJC Scopus subject areas

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