TY - JOUR
T1 - Inequality in literacy skills at kindergarten entry at the intersections of social programs and race
AU - Rothbart, Michah W.
AU - Heflin, Colleen
N1 - Funding Information:
This work is generously supported by the United States Department of Agriculture, Economic Research Service through cooperative agreement #58-4000-8-0036R. We thank the Virginia Department of Social Services and Department of Education, especially Jeff Price and Ronald Parrish, for providing data and expertise. We also thank Will Goldschmidt and Dan Boersma of DB Driven for their management of and support using the Virginia Longitudinal Data System. We also thank Katherine Michelmore, Taryn Morrisey, Laura Tiehen, Jeff Price, and Jennifer Piver-Renna for their feedback on this work. The opinions expressed are those of the authors and do not represent views of the United States Department of Agriculture, Virginia Department of Social Services, or Virginia Department of Education.
Funding Information:
This work is generously supported by the United States Department of Agriculture, Economic Research Service through cooperative agreement #58-4000-8-0036R. We thank the Virginia Department of Social Services and Department of Education, especially Jeff Price and Ronald Parrish, for providing data and expertise. We also thank Will Goldschmidt and Dan Boersma of DB Driven for their management of and support using the Virginia Longitudinal Data System. We also thank Katherine Michelmore, Taryn Morrisey, Laura Tiehen, Jeff Price, and Jennifer Piver-Renna for their feedback on this work. The opinions expressed are those of the authors and do not represent views of the United States Department of Agriculture, Virginia Department of Social Services, or Virginia Department of Education.
Publisher Copyright:
© 2023 Elsevier Ltd
PY - 2023/2
Y1 - 2023/2
N2 - Substantial education policy research focuses on economic and racial/ethnic differences in academic achievement. While previous research explores the extent to which educational disparities exist by one of these margins, little work documents how academic achievement varies at the intersection of economic insecurity and racial/ethnic identity. Using child-level data from Virginia, we document differences at these intersections for children in kindergarten, focusing on the link between social program participation (TANF, SNAP, eligible for free/reduced-price school meals) and literacy and phonological awareness skills, attending to variation between programs and by race/ethnicity. We first compare children in households receiving no, and relatively low, medium, and high support, finding literacy and phonological awareness skills are greatest among children that do not participate in any of the three social programs considered, followed by those who are only eligible for free/reduced-price school meals, and then those who participate in SNAP, and finally those who participate in TANF. These differences are likely to reflect differences in household resources. The primary objective of our paper is to examine the extent to which race modifies the relationship between program participation and PALS scores, and we find that it does; Black and Asian children who participate in public supports typically outperform similar program-participating White children, with Hispanic children lagging further behind.
AB - Substantial education policy research focuses on economic and racial/ethnic differences in academic achievement. While previous research explores the extent to which educational disparities exist by one of these margins, little work documents how academic achievement varies at the intersection of economic insecurity and racial/ethnic identity. Using child-level data from Virginia, we document differences at these intersections for children in kindergarten, focusing on the link between social program participation (TANF, SNAP, eligible for free/reduced-price school meals) and literacy and phonological awareness skills, attending to variation between programs and by race/ethnicity. We first compare children in households receiving no, and relatively low, medium, and high support, finding literacy and phonological awareness skills are greatest among children that do not participate in any of the three social programs considered, followed by those who are only eligible for free/reduced-price school meals, and then those who participate in SNAP, and finally those who participate in TANF. These differences are likely to reflect differences in household resources. The primary objective of our paper is to examine the extent to which race modifies the relationship between program participation and PALS scores, and we find that it does; Black and Asian children who participate in public supports typically outperform similar program-participating White children, with Hispanic children lagging further behind.
KW - Ethnicity
KW - Kindergarten
KW - Literacy
KW - Race
KW - Social programs
KW - Socioeconomic status
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U2 - 10.1016/j.childyouth.2023.106812
DO - 10.1016/j.childyouth.2023.106812
M3 - Article
AN - SCOPUS:85147102488
SN - 0190-7409
VL - 145
JO - Children and Youth Services Review
JF - Children and Youth Services Review
M1 - 106812
ER -