Kandyce Larson|Shirley A. Russ|Bergen B. Nelson|Lynn Olson|Neal Halfon
Cognitive Ability at Kindergarten Entry and Socioeconomic Status
American Academy of Pediatrics|Families USA|Mattel Children's Hospital|American Academy of Pediatrics|Families USA|University of California, Los Angeles
examine gradients socioeconomic status ses impact us childrens reading math ability kindergarten entry determine contributions family background health home learning parenting early education factors gradientsanalysis 6600 children cognitive assessments kindergarten entry us early childhood longitudinal birth cohort study composite ses measure based parents occupation education income divided quintiles wald f tests assessed bivariate associations ses childs cognitive ability candidate explanatory variables decomposition methodology examined mediators early cognitive gradientsaverage reading percentile rankings increased 34 67 across ses quintiles math 33 70 children lower ses quintiles younger mothers less frequent parent reading less home computer use 2784 fewer books home 26114 parents supportive interactions expectations child earn college degree 5796 childs preschool attendance 6489 increased across quintiles candidate explanatory factors explained half gradients family background factors explaining 8 13 health factors 4 6 home learning environment 18 parenting stylebeliefs 14 15 early education 6 7 gaps lowest versus highest quintiles reading mathsteep social gradients cognitive outcomes kindergarten due many factors findings suggest policies targeting levels socioeconomic inequality range early childhood interventions needed address disparities