Child Care and Early Education Research Connections

Skip to main content

Early emotion knowledge and later academic achievement among children of color in historically disinvested neighborhoods

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies. (author abstract)
Resource Type:
Reports & Papers
United States
New York

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Step Up to Quality validation study: The impact of Step Up to Quality on child outcomes

Reports & Papersview

Long-term Head Start impacts on cognitive outcomes for children with disabilities

Reports & Papersview

Breaking the cycle? Intergenerational effects of an anti-poverty program in early childhood

Reports & Papersview
Release: 'v1.13.0' | Built: 2022-08-08 12:44:31 EDT