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TANF status, ethnicity, and early school success

Author

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  • Moon, Sung Seek
  • Hegar, Rebecca L.
  • Page, Jaimie

Abstract

This article presents a secondary analysis of longitudinal data from the Early Childhood Longitudinal Study-Kindergarten (ECLS-K), conducted by the U.S. Department of Education's National Center for Education Statistics (NCES). The ECLS-K data are from a national sample of children who began kindergarten during 1998/9. The article reviews literature about the relationships among poverty, ethnicity, and early success in school, analyses three-year longitudinal data by student ethnicity and TANF status, and provides a discussion of policy implications. The findings suggest that, although many children from non-English-speaking backgrounds catch up with peers during the first three years of school, TANF status remains a good predictor of overall achievement in the third grade.

Suggested Citation

  • Moon, Sung Seek & Hegar, Rebecca L. & Page, Jaimie, 2009. "TANF status, ethnicity, and early school success," Children and Youth Services Review, Elsevier, vol. 31(8), pages 854-863, August.
    • Handle: RePEc:eee:cysrev:v:31:y:2009:i:8:p:854-863
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    References listed on IDEAS

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    1. Hill, Martha S. & Sandfort, Jodi R., 1995. "Effects of childhood poverty on productivity later in life: Implications for public policy," Children and Youth Services Review, Elsevier, vol. 17(1-2), pages 91-126.
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