Flunking kindergarten after Head Start: An inquiry into the contribution of contextual and individual variables.

• Panayota Mantzicopoulos ^[1]
  1. [1] Purdue University

     Purdue University

     Township of Wabash, Estados Unidos

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 268-278
• Idioma: inglés
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• Resumen

  • The author examined the extent that nonpromotion to 1st grade after kindergarten can be predicted from information about school and family contexts as well as Head Start children's individual characteristics. The sample comprised 261 Head Start children and parents who were participating in a study on the transition to school. Children who lagged behind their peers on academic achievement and social adjustment indicators were more likely to be in the nonpromoted group. Parental school involvement, parental estimates of children's school adjustment, and parental satisfaction with school programs were predictive of risk for nonpromotion. Head Start children were less likely to be retained in public schools that provided educational as well as family services intended to support the transition to public school. (PsycINFO Database Record (c) 2016 APA, all rights reserved)