School readiness among children of immigrants in the US: Evidence from a large national birth cohort study
AbstractUsing the Early Childhood Longitudinal Study-Birth Cohort (n≈6800), we examined the factors explaining variation in school readiness in a large and nationally representative sample of children in immigrant and non-immigrant families. In OLS regression models with rich controls to account for selection, we found that language background was a key factor in explaining children of immigrants' expressive language and early reading at kindergarten, whereas both socioeconomic status and language background helped explain their performance in math.
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Bibliographic InfoArticle provided by Elsevier in its journal Children and Youth Services Review.
Volume (Year): 34 (2012)
Issue (Month): 4 ()
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Web page: http://www.elsevier.com/locate/childyouth
ECLS-B; English proficiency; Family SES; Foreign-born; Immigrants; School readiness;
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