A Longitudinal Examination of Latinx Students' Kindergarten Readiness with High School Achievement and Discipline Violations
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| Title: | A Longitudinal Examination of Latinx Students' Kindergarten Readiness with High School Achievement and Discipline Violations |
|---|---|
| Language: | English |
| Authors: | Sruthi Swami (ORCID |
| Source: | Journal of Education for Students Placed at Risk. 2025 30(1):74-98. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education High Schools Secondary Education |
| Descriptors: | Hispanic American Students, School Readiness, Kindergarten, High School Students, Academic Achievement, Student Behavior, Behavior Problems, Gender Differences, Socioeconomic Status, English Learners, Students with Disabilities, Correlation, Discipline Problems, Critical Race Theory, Grade Point Average, Student Characteristics |
| Geographic Terms: | California |
| DOI: | 10.1080/10824669.2023.2280071 |
| ISSN: | 1082-4669 1532-7671 |
| Abstract: | Understanding achievement and discipline trajectories of Latinx students is critical given disproportionate dropout/pushout rates of Latinx students from schools across the U.S. Using a Critical Race Theory framework, the current study examined longitudinal associations amongst a sample of (N = 1672) Latinx youths' school readiness at kindergarten entry and their subsequent academic achievement and discipline violation assignments in high school, also examining the associations with gender, socioeconomic status, English language status, and special education status. A moderated mediation analysis found that high school achievement fully mediated the negative association between kindergarten readiness and high school discipline outcomes. Gender, SES, and English language status were all found to have non-significance or poor fit as moderators. The association between kindergarten readiness and high school achievement was significant for students in general education but not in special education. Implications related to these findings, early assessment, intervention, and best school discipline practices are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458744 |
| Database: | ERIC |
| Abstract: | Understanding achievement and discipline trajectories of Latinx students is critical given disproportionate dropout/pushout rates of Latinx students from schools across the U.S. Using a Critical Race Theory framework, the current study examined longitudinal associations amongst a sample of (N = 1672) Latinx youths' school readiness at kindergarten entry and their subsequent academic achievement and discipline violation assignments in high school, also examining the associations with gender, socioeconomic status, English language status, and special education status. A moderated mediation analysis found that high school achievement fully mediated the negative association between kindergarten readiness and high school discipline outcomes. Gender, SES, and English language status were all found to have non-significance or poor fit as moderators. The association between kindergarten readiness and high school achievement was significant for students in general education but not in special education. Implications related to these findings, early assessment, intervention, and best school discipline practices are discussed. |
|---|---|
| ISSN: | 1082-4669 1532-7671 |
| DOI: | 10.1080/10824669.2023.2280071 |
