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The C in linguistics proved to Rebecca Mercado that college was going to be different. 'It was the first time I had ever received a grade lower than a B, [...]

This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the prekindergarten year and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the prekindergarten year and that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic learning, demonstrating the effects in early childhood, prior to school entry. Implications of these findings for prekindergarten programs are discussed, particularly those designed to reduce the school readiness gaps associated with socioeconomic disadvantage. Keywords: cognitive skills, executive functions, school readiness, reading achievement, math achievement DOI: 10.1037/a0016738

The association between school enrolment of children and distance to primary and secondary schools in poor countries is presented.

The effect of the family nutritional environment on school performance is measured in rural China. Results show that nutritional environment in the home is associated with household socioeconomic status, that it predicts children's school performance, and that it is a significant mediator of poverty effects on schooling for children in early primary grades.

Empirical evidence is used to propose a post Keynesian education policy in the United States by funding students of low-income families.

The anti poverty program, PROGRESA, of Mexico to support poor children in starting their life and improving their health conditions, education and nutrition is discussed.

Qualitative analyses were conducted to examine family factors related to individual differences in the early school success of children born to low-income adolescent mothers from the perspective of paraprofessional family advocates. These families were participants in a 5-year family support program. Achievement test scores and teacher ratings were used to identify the most successful and least successful students in first grade. Interviews with the advocates about the life experiences of children in each of these groups revealed differences between them in the areas of caregiving practices, maternal characteristics, child characteristics, and contextual sources of stress and support. Given that family service providers are rarely used as informants in this way, the possible strengths and limitations of this approach are discussed.

Young children of all socioeconomic strata require a quality nurturing and developmentally appropriate early learning experience. Unfortunately, most children from low-socioeconomic households do not receive enriching early childhood experiences. For [...]

Panel data on Florida high school students was analyzed and it was found that although white students are more likely to take advanced courses than black and Hispanic students, this difference is removed when observable pre-high school characteristics are conditioned. Government efforts to increase access to advanced courses to poor and minority students appear effective.

Research by David James, professor of education at the University of the West of England, reveals that comprehensive schools take more effort to accommodate Caucasian middle-class students than those from poorer families. James' describes his personal experience with class divide in school and its impact on his future.

The impact of reducing government financial aid on the college education of low-income and minority students' is discussed.

IT IS shameful that our society has such high levels of poverty and that so many of the children born into poverty are concentrated in struggling schools across the country. [...]