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Responding to a robust body of literature suggesting that children's early educational experiences are critical, policymakers have implemented and expanded the provision of full-day kindergarten (FDK) in recent decades. Most studies have focused on the effectiveness of FDK on child academic assessments or test scores, but none have examined FDK and the link to executive function skills. Moreover, little work exists on the effectiveness of FDK for children with disabilities. The purpose of this study is to build on these incipient lines of research by estimating the effect of FDK on the executive function skills of children with disabilities. Drawing on data from a nationally representative sample of children with disabilities (n = 2,120) from the Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011, we find significant positive effects of FDK on working memory (SD = 0.14) and cognitive flexibility (SD = 0.14) for children with disabilities in kindergarten. Despite significant immediate effects, the benefits of FDK rapidly fade by the end of 2nd grade. Practice or Policy: Policy implications and directions for future research are addressed.

The purpose of this study was to examine the relationship between school-based kindergarten transition practices and student achievement and executive functioning using recent, nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11. The analysis employed 3-level hierarchical linear models and found no relationship between the aggregate number of transition practices that a school offered and academic achievement or executive function outcomes in kindergarten. Additional analyses focused on individual transition practices as well as interaction effects with socioeconomic status, race, kindergarten entry skills, and home language of the child. The findings from this study are largely inconsistent with previous research on the topic that used older data. Implications for policy, practice, and future research are discussed.

This brief leverages the first ever nationally representative data set with a direct assessment of elementary school-aged children's executive function skills to examine racial and socioeconomic gaps in performance. The analysis reveals large gaps in measures of working memory and cognitive flexibility, the two components of executive function included in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), based on racial group membership and socioeconomic status. Children's initial gaps on entry into kindergarten in executive function measures are generally lower than gaps in measures of math and reading achievement. Furthermore, as children progress to the end of second grade, gaps in executive function skills commonly narrow for Black and Hispanic students as well as each socioeconomic status quintile. Implications and directions for future research are discussed.

Objectives: Human milk content varies across mother–child dyads, environments, and populations. Among the hormones in milk is cortisol, a glucocorticoid; its impact on the breastfeeding child is unknown. Milk cortisol may constitute a signal to the child's developing physiology which can shape characteristics (e.g., growth, temperament) to prevailing environmental conditions. This exploratory study evaluated the maternal, breastfeeding, and infant characteristics associated with milk cortisol. Methods: We evaluated archived milk specimens for cortisol using enzyme immunoassay and employed an information‐theoretic approach to assess associations between milk cortisol and participant characteristics with linear regression modeling. Because we employed secondary data, information for some variables likely to impact milk cortisol variation (e.g., time of day, socioeconomic status, maternal or infant body mass index, milk energy density) was unavailable. Results: Participants were 48 lactating mothers from upstate New York, aged 21–40 years. Milk cortisol ranged from 0.098 to 1.007 μg/dL. Child age ranged from 1 to 26 months. In linear regression employing best fit modeling criteria, milk cortisol increased with child age (B: 0.069; p:.000; a 7.1% increase in milk cortisol for each month of child age), while child symptoms of illness (B: −0.398; p:.057; a 33% decrease) and consumption of complementary foods (B: −.525; p:.020; a 41% decrease) were associated with lower milk cortisol. Conclusions: We speculate that increasing milk cortisol with child age plays a role in signaling development (e.g., as increasing independence increases risk for injury and other negative health outcomes), independent of the maternal stressors we could capture. [ABSTRACT FROM AUTHOR]