Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience  

Oleh:

Obradovic, Jelena ; Long, Jeffrey D. ; Cutuli, J. J. ; Chi, Keung Chan ; Hinz, Elizabeth ; Heistad, David ; Masten, Ann S.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Development and Psychopathology vol. 21 no. 2 (May 2009), page 493.
Topik: School; Academic Achievement; Homeless and Highly Mobile Children (H/HM)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: DD21.16 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested students in the district, controlling for four well-established covariates of achievement: sex, ethnicity, attendance, and English language skills. Both disadvantaged groups showed markedly lower initial achievement than their more advantaged peers, and H/HM students manifested the greatest risk, consistent with an expected risk gradient. Moreover, in some GCs, both disadvantaged groups showed slower growth than their relatively advantaged peers. Closer examination of H/HM student trajectories in relation to national test norms revealed striking variability, including cases of academic resilience as well as problems. H/HM students may represent a major component of “achievement gaps” in urban districts, but these students also constitute a heterogeneous group of children likely to have markedly diverse educational needs. Efforts to close gaps or enhance achievement in H/HM children require more differentiated knowledge of vulnerability and protective processes that may shape individual development and achievement.

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