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Socioeconomic status and achievement...

Vagi, Sara Joy.

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Socioeconomic status and achievement in math and reading in kindergarten through elementary school: The role of social capital.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Socioeconomic status and achievement in math and reading in kindergarten through elementary school: The role of social capital./
作者:	Vagi, Sara Joy.
面頁冊數:	76 p.
附註:	Adviser: Christine E. F. Delgado.
Contained By:	Dissertation Abstracts International68-10B.
標題:	Education, Educational Psychology. -
ISBN:	9780549277361

Socioeconomic status and achievement in math and reading in kindergarten through elementary school: The role of social capital.
Vagi, Sara Joy.

Socioeconomic status and achievement in math and reading in kindergarten through elementary school: The role of social capital. - 76 p.

Adviser: Christine E. F. Delgado.

Thesis (Ph.D.)--University of Miami, 2007.

Results indicate that most of the SES variables and several social capital variables predicted achievement in math and reading. Most social capital variables also moderated the effects of specific SES variables on achievement in math and reading.

ISBN: 9780549277361Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Socioeconomic status and achievement in math and reading in kindergarten through elementary school: The role of social capital.
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100 1 $a Vagi, Sara Joy. $3 1272923
245 1 0 $a Socioeconomic status and achievement in math and reading in kindergarten through elementary school: The role of social capital.
300 $a 76 p.
500 $a Adviser: Christine E. F. Delgado.
500 $a Source: Dissertation Abstracts International, Volume: 68-10, Section: B, page: 7005.
502 $a Thesis (Ph.D.)--University of Miami, 2007.
520 $a Results indicate that most of the SES variables and several social capital variables predicted achievement in math and reading. Most social capital variables also moderated the effects of specific SES variables on achievement in math and reading.
520 $a Achievement in the early school years has long been an issue of great concern in the United States. Over the years, much attention has been paid to the role of family background in predicting school success. Children from higher socioeconomic status (SES) families perform better in school, on average, than their lower SES peers. More recently, the role of social capital in predicting achievement has been investigated. This study employs the Early Child Longitudinal Study -- Kindergarten Cohort (ECLS-K) and utilizes Latent Growth Curve modeling to investigate the effects of specific SES variables (household income, maternal education, paternal education, maternal occupation, and paternal occupation) and home social capital variables (parental involvement, parental expectations, two parents in the home, number of siblings in the home, extended family in the home, whether mother worked between child's birth and entry to Kindergarten, and changes in the home) on achievement in reading and math from Kindergarten through elementary school. Interactions between SES and social capital variables are also investigated.
590 $a School code: 0125.
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650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Sociology of. $3 626654
650 4 $a Psychology, Developmental. $3 1017557
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710 2 $a University of Miami. $3 1017483
773 0 $t Dissertation Abstracts International $g 68-10B.
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790 1 0 $a Delgado, Christine E. F., $e advisor
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