The Costly Consequences of Not Being Socially and Behaviorally Ready to Learn by Kindergarten in Baltimore City

Overview

Journal J Urban Health

Publisher Springer

Specialty General Medicine

Date 2017 Dec 6

PMID 29204846

Citations 2

Authors

Amie F Bettencourt

Deborah Gross

Grace Ho

Nancy Perrin

Affiliations

Soon will be listed here.

Abstract

Social, emotional, and behavioral skills are foundational to learning and long-term success. However, poverty and exposure to adverse childhood experiences reduce the chances of children entering kindergarten socially-behaviorally ready to learn. This study examined the unique impact of 5-year-old children (N = 11,412) entering kindergarten not socially-behaviorally ready on three costly school outcomes by fourth grade in Baltimore City Public Schools: being retained in grade, receiving services and supports through an IEP or 504 plan, and being suspended/expelled. Controlling for all other types of school readiness, students not identified as socially-behaviorally ready for kindergarten were more likely to experience all three school outcomes. Findings underscore the importance of early prevention and intervention strategies targeting parents and social-behavioral readiness skills during the first 5 years of life.

Citing Articles

Embedding a Parenting Skills Program in Public PreK: Outcomes of a Quasi-experimental Mixed Methods Study.

Bettencourt A, Gross D, Schock N, Ferro R, Perrin N Early Educ Dev. 2024; 35(7):1614-1637.

PMID: 39372672 PMC: 11449428. DOI: 10.1080/10409289.2023.2247954.

Beyond mortality: early childhood development and COVID's impact.

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