TANF status, ethnicity, and early school success

Sung Seek Moon, Rebecca L. Hegar and Jaimie Page

Children and Youth Services Review, 2009, vol. 31, issue 8, 854-863

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.

Keywords: TANF; Poverty; School; achievement; ECLS-K (search for similar items in EconPapers)
Date: 2009
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:31:y:2009:i:8:p:854-863

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