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

基本信息

批准号：
10445914
负责人：
Araba Nayena Blankson
金额：
$ 49.61万
依托单位：
SPELMAN COLLEGE
依托单位国家：
美国
项目类别：
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/10445914
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 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

项目摘要

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.

项目概要该研究的重点是考察广泛的社会经济背景下的非裔美国儿童地位（SES），避免了仅对低收入非裔美国儿童进行检查时固有的混乱。在拟议的研究中，认知过程（流畅推理、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）以及家庭环境刺激阐明经济多元化群体中阅读和数学成绩的决定因素非裔美国儿童的样本。该研究的主要目的还在于检查 COVID-19 的影响关于非裔美国儿童的教育程度。该研究是一项自然实验，涉及对最初评估的 198 名非裔美国儿童的经济多样化样本进行纵向随访在他们的学前班、幼儿园和小学早期阶段，以及一群新的孩子由于 COVID-19，他们的学前班经历了中断。拟议的研究将有一个通过增强我们的能力，对改善非裔美国儿童的教育成果产生重大影响了解影响阅读和数学成绩的儿童环境过程服务不足的人口。研究结果可用于开发治疗方法、干预措施或有关幼儿发展和针对这一弱势群体的教育的政策，从而为改善这个国家儿童的健康和成果做出贡献。