[Lmresearch] New Child Trends Brief--Pre-K to 3rd Grade School-Based Resources and 3rd Grade Outcomes

[Russell W. Rumberger]

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           Pre-K to 3rd Grade School-Based Resources and 3rd Grade Outcomes

            By: Brett V. Brown, Ph.D., Child Trends and Kimber Bogard, Ph.D.,

            Three elements of elementary school environments - strong principal leadership, high academic standards, and frequent teacher meetings to plan instruction - are associated with higher third grade math and reading scores.  

             

            Schools with a fourth element - low teacher turnover - generally have better behaved children.  Higher teacher turnover, which can indicate an unstable school, is related to lower rates of student self-control and higher grade retention among third grade students.



            Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative sample of more than 20,000 children who started kindergarten in fall 1998, researchers found that many children do not experience key elements in their schools that maximize their learning outcomes:

             

              a.. 30 percent of all children attend elementary schools that do not have strong principal leadership 
              b.. Just over half of all children are in schools where their teachers meet together regularly to plan sequenced and coordinated instruction. 
              c.. 15 percent of children are in schools where teacher turnover is a problem.  
            The findings show that low-income children are more likely to attend schools with poor learning environments.  Children living below 100% of the federal poverty line are twice as likely as children with family incomes over 200% of the poverty line to attend schools with low academic standards (20% versus 10%).

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