caa a22 4500 60615387X CHVBK 20210128100556.0 cr unu---uuuuu 210128e20151101xx s 000 0 eng 10.1007/s11121-015-0570-y doi (NATIONALLICENCE)springer-10.1007/s11121-015-0570-y Early Academic Achievement Among American Low-Income Black Students from Immigrant and Non-Immigrant Families [Elektronische Daten] [Esther Calzada, R. Barajas-Gonzalez, Spring Dawson-McClure, Keng-Yen Huang, Joseph Palamar, Dimitra Kamboukos, Laurie Brotman] At least half of the well-documented achievement gap for low-income Black children is already present in kindergarten, due in part to limited opportunities for acquiring foundational skills necessary for school success. There is some evidence that low-income minority children from immigrant families have more positive outcomes than their non-immigrant counterparts, although little is known about how the immigrant paradox may manifest in young children. This study examines foundational school readiness skills (academic and social-emotional learning) at entry into pre-kindergarten (pre-k) and achievement in kindergarten and second grade among Black children from low-income immigrant and non-immigrant families (N = 299). Immigrant and non-immigrant children entered pre-k with comparable readiness scores; in both groups, reading scores decreased significantly from kindergarten to second grade and math scores decreased significantly for non-immigrant children and marginally for immigrant children. Regardless of immigrant status, pre-k school readiness and pre-k classroom quality were associated with elementary school achievement. However, declines in achievement scores were not as steep for immigrant children and several predictive associations were moderated by immigrant status, such that among those with lower pre-k school readiness or in lower quality classrooms, immigrant children had higher achievement test scores than children from non-immigrant families. Findings suggest that immigrant status provides young Black students with some protection against individual- and classroom-level risk factors for early underachievement in elementary school. Society for Prevention Research, 2015 School readiness nationallicence Immigrant nationallicence Black nationallicence Academic achievement nationallicence Calzada Esther NYU School of Medicine, NYC, New York, NY, USA aut Barajas-Gonzalez R. NYU School of Medicine, NYC, New York, NY, USA aut Dawson-McClure Spring NYU School of Medicine, NYC, New York, NY, USA aut Huang Keng-Yen NYU School of Medicine, NYC, New York, NY, USA aut Palamar Joseph NYU School of Medicine, NYC, New York, NY, USA aut Kamboukos Dimitra NYU School of Medicine, NYC, New York, NY, USA aut Brotman Laurie NYU School of Medicine, NYC, New York, NY, USA aut Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1159-1168 1389-4986 16:8<1159 2015 16 11121 https://doi.org/10.1007/s11121-015-0570-y text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11121-015-0570-y text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Calzada Esther NYU School of Medicine, NYC, New York, NY, USA aut NATIONALLICENCE 700 1- Barajas-Gonzalez R. NYU School of Medicine, NYC, New York, NY, USA aut NATIONALLICENCE 700 1- Dawson-McClure Spring NYU School of Medicine, NYC, New York, NY, USA aut NATIONALLICENCE 700 1- Huang Keng-Yen NYU School of Medicine, NYC, New York, NY, USA aut NATIONALLICENCE 700 1- Palamar Joseph NYU School of Medicine, NYC, New York, NY, USA aut NATIONALLICENCE 700 1- Kamboukos Dimitra NYU School of Medicine, NYC, New York, NY, USA aut NATIONALLICENCE 700 1- Brotman Laurie NYU School of Medicine, NYC, New York, NY, USA aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1159-1168 1389-4986 16:8<1159 2015 16 11121