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Peer Reviewed JournalCurrent Filters: Author:Galindo, Claudia [remove];
6 results found.|
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Hispanic students' educational experiences and opportunities during kindergarten: A report to the National Task Force on Early Childhood Education for Hispanics An examination of the English proficiency, family background, home learning environments, school instructional environments, school characteristics, and teacher characteristics of Hispanic kindergarteners as they relate to national origin, immigrant generational status, language used at home, and socioeconomic status, based on kindergarten data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort |
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Hispanic students' educational experiences and opportunities during kindergarten: A report to the National Task Force on Early Childhood Education for Hispanics [Executive summary] A summary of an examination of the English proficiency, family background, home learning environments, school instructional environments, school characteristics, and teacher characteristics of Hispanic kindergarteners as they relate to national origin, immigrant generational status, language used at home, and socioeconomic status, based on kindergarten data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort |
Executive Summary
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Patterns of Hispanic students’ math and English literacy test scores in the early elementary grades: A report to the National Task Force on Early Childhood Education for Hispanics A description of patterns of math and English reading skills in a cohort of Hispanic elementary-school students, followed from kindergarten until fifth grade (1998-2004), broken down by national/regional origin, immigrant generation, socioeconomic status, home language use, and English proficiency, based on data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort |
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Patterns of Hispanic students’ math and English literacy test scores in the early elementary grades: A report to the National Task Force on Early Childhood Education for Hispanics [Executive summary] A summary of a description of patterns of math and English reading skills in a cohort of Hispanic elementary-school students, followed from kindergarten until fifth grade (1998-2004), broken down by national/regional origin, immigrant generation, socioeconomic status, home language use, and English proficiency, based on data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort |
Executive Summary
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School and home connections and children's kindergarten achievement gains: The mediating role of family involvement An examination of the relationship between school outreach to families and both parents' educational expectations and family involvement in school and at home, a second study of the relationship between family involvement and math and reading gains in kindergarten, and a third study of the relationship between school outreach to families and math and reading gains in kindergarten, based on secondary analysis data from 16,425 kindergarten students in fall 1998 and spring 1999 |
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The social competence of Latino kindergartners and growth in mathematical understanding An examination of kindergarteners' self-control, interpersonal skills, approaches to learning, internalizing and externalizing problem behaviors among Latino subgroups and the relationship between social competence at kindergarten entry and children's mathematical understanding during the kindergarten year |
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