View in EDS

A Longitudinal Examination of Latinx Students' Kindergarten Readiness with High School Achievement and Discipline Violations

Saved in:
Bibliographic Details
Title: A Longitudinal Examination of Latinx Students' Kindergarten Readiness with High School Achievement and Discipline Violations
Language: English
Authors: Sruthi Swami (ORCID 0000-0002-6777-8584), Matthew Quirk (ORCID 0000-0001-8696-0253), Jill D. Sharkey (ORCID 0000-0003-4658-2811)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1458744
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Longitudinal Examination of Latinx Students' Kindergarten Readiness with High School Achievement and Discipline Violations
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sruthi+Swami%22">Sruthi Swami</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6777-8584">0000-0002-6777-8584</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matthew+Quirk%22">Matthew Quirk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8696-0253">0000-0001-8696-0253</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jill+D%2E+Sharkey%22">Jill D. Sharkey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4658-2811">0000-0003-4658-2811</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Students+Placed+at+Risk%22"><i>Journal of Education for Students Placed at Risk</i></searchLink>. 2025 30(1):74-98.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline+Problems%22">Discipline Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10824669.2023.2280071
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1082-4669<br />1532-7671
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1458744
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1458744
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10824669.2023.2280071
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 74
    Subjects:
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Discipline Problems
        Type: general
      – SubjectFull: Critical Race Theory
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: A Longitudinal Examination of Latinx Students' Kindergarten Readiness with High School Achievement and Discipline Violations
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sruthi Swami
      – PersonEntity:
          Name:
            NameFull: Matthew Quirk
      – PersonEntity:
          Name:
            NameFull: Jill D. Sharkey
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1082-4669
            – Type: issn-electronic
              Value: 1532-7671
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Education for Students Placed at Risk
              Type: main
ResultId 1