Claudia Galindo

The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades

This article describes the developmental patterns of Hispanic-White math and reading achievement gaps in elementary school, paying attention to variation in these patterns among Hispanic subgroups. Compared to non-Hispanic White students, Hispanic students enter kindergarten with much lower average math and reading skills. The gaps narrow by roughly a third in the first 2 years of schooling but remain relatively stable for the next 4 years. The development of achievement gaps varies considerably among Hispanic subgroups. Students with Mexican and Central American origins—particularly first- and second-generation immigrants—and those from homes where English is not spoken have the lowest math and reading skill levels at kindergarten entry but show the greatest achievement gains in the early years of schooling.

Levels of Leadership: Effects of District and School Leaders on the Quality of School Programs of Family and Community Involvement

Purpose: This study tests key constructs of sociocultural and organizational learning theories with quantitative methods to better understand the nature and impact of district and school leadership and actions on the quality of programs of family and community involvement. Research Design: Survey data from a “nested” sample of 24 districts and 407 schools are used to measure theoretical constructs of district assistance to schools and shared work on partnership program development. Hierarchical linear modeling (HLM) analyses explore the independent and simultaneous contributions of district leadership and school teamwork on the implementation of basic structures and advanced outreach in partnership programs. Also, gap analyses compare supplementary data from 220 schools that had consistent district leadership for 3 years to 106 schools without this support. Findings: HLM analyses show that principals’ support for family and community involvement and schools’ reports of district assistance contribute significantly to schools’ basic program implementation and to advanced outreach to involve all families in their children’s education. Over and above school measures, district leaders’ direct facilitation contributes to the quality of the school programs. Gap analyses indicate that schools with consistent district leadership take more basic and advanced actions to establish and improve their partnership programs. Conclusions: This study—with a large sample of districts and schools, appropriate quantitative methods, and a content focus on partnerships—provides strong empirical support for the importance of sociocultural and organizational theories in studying school improvement. Implications for improving district and school policy and practice are discussed.

Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities

This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, and Caucasian parents in the United States, the majority were Chinese or Caucasian. Several important findings emerged from this study. Parents’ beliefs about math development and their role in fostering it were significantly related to children’s math activities. There was important variability and relatively limited participation of children in math activities at home. There were age-related differences in children’s engagement in math activities. Chinese and Caucasian parents showed somewhat similar beliefs about how children developed math. Although further research is needed to confirm the findings with a larger sample and to include measures of children’s math competencies, these findings are an important step for developing home-based interventions to facilitate children’s math skills.

Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement

ABSTRACT This study used Early Childhood Longitudinal Study–Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7–8 points higher. There was significant variability in the home and classroom learning environments of Black, Latino, and White children and associations with these childrens mathematics scores. Nevertheless, reading at home was a significant predictor for spring mathematics scores for all groups. If children started kindergarten proficient in mathematics, the Latino-White mathematics gap, after controlling for home and classroom factors and other covariates, was no longer significant. However, the Black–White mathematics gap remained significant. If children did not start kindergarten proficient in mathematics, both the Latino–White and Black–White mathematics gaps remained significant.

School–family relationships, school satisfaction and the academic achievement of young people

Abstract Families’ perceptions of, and interactions with, schools and teachers can play an essential role in young people’s educational outcomes. According to Bronfenbrenner’s ecological systems theory, young people grow within multiple nested systems of influence interacting with each other. Thus, their development is affected by persons, processes, and institutions at all levels, from their family, to the school they attend, to society. This study examined the role of school–family relationships, parents’ school satisfaction, and their associations with educational achievement. Drawing upon data from over 10,000 students from the Longitudinal Study of Young People in England, the results of the multivariate analysis indicated that while positive school–family relationships are a predictor of achievement, this association is mediated by the degree of parents’ satisfaction with their child’s school. We concluded that the combination of strong school–family relationships and high levels of school satisfaction provides a boost for young people’s academic success. Therefore, school policies and practices that enhance relationships with families and improve levels of parent satisfaction can result in rewards for all young people including those from poor backgrounds.

Transforming Educational Experiences in Low-Income Communities: A Qualitative Case Study of Social Capital in a Full-Service Community School

Full-service community schools aim to reduce educational inequality by addressing the multifaceted needs of low-income children and youth. Critical to this task is the ability of these schools to generate sufficient social capital to provide students, families, and teachers with essential resources. Using data from a qualitative case study, this article explores how social capital was manifested in an urban full-service community elementary school. Findings show that the principal, teachers, and staff were important sources of school-based social capital, which enabled the provision of services to students and families. However, resource scarcity and interethnic tensions threatened the expansion of social capital and the school’s transformative potential. We discuss implications of these findings for the theory, research, and practice of full-service community schools.