Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience / Jelena OBRADOVIC in Development and Psychopathology, 21-2 (May 2009)  

Public ISBD [article]  inDevelopment and Psychopathology > 21-2 (May 2009) . - p.493-518 Titre : Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience Type de document : texte imprimé Auteurs : Jelena OBRADOVIC, Auteur ; Jeffrey D. LONG, Auteur ; Ann S. MASTEN, Auteur ; J. J. CUTULI, Auteur ; Chi-Keung CHAN, Auteur ; Elizabeth HINZ, Auteur ; David HEISTAD, Auteur Année de publication : 2009 Article en page(s) : p.493-518 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1017/s0954579409000273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=727 [article] Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience [texte imprimé] / Jelena OBRADOVIC, Auteur ; Jeffrey D. LONG, Auteur ; Ann S. MASTEN, Auteur ; J. J. CUTULI, Auteur ; Chi-Keung CHAN, Auteur ; Elizabeth HINZ, Auteur ; David HEISTAD, Auteur . - 2009 . - p.493-518. Langues : Anglais (eng) in Development and Psychopathology > 21-2 (May 2009) . - p.493-518 Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1017/s0954579409000273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=727

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