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Comparative Study
. 2018 Feb;95(1):36-50.
doi: 10.1007/s11524-017-0214-6.

The Costly Consequences of not Being Socially and Behaviorally Ready to Learn by Kindergarten in Baltimore City

Amie F Bettencourt  1   2 , Deborah Gross  3 , Grace Ho  4 , Nancy Perrin  3
Affiliations
Comparative Study

The Costly Consequences of not Being Socially and Behaviorally Ready to Learn by Kindergarten in Baltimore City

Amie F Bettencourt et al. J Urban Health. 2018 Feb.

Abstract

Social, emotional, and behavioral skills are foundational to learning and long-term success. However, poverty and exposure to adverse childhood experiences reduce the chances of children entering kindergarten socially-behaviorally ready to learn. This study examined the unique impact of 5-year-old children (N = 11,412) entering kindergarten not socially-behaviorally ready on three costly school outcomes by fourth grade in Baltimore City Public Schools: being retained in grade, receiving services and supports through an IEP or 504 plan, and being suspended/expelled. Controlling for all other types of school readiness, students not identified as socially-behaviorally ready for kindergarten were more likely to experience all three school outcomes. Findings underscore the importance of early prevention and intervention strategies targeting parents and social-behavioral readiness skills during the first 5 years of life.

Keywords: Grade retention; Poverty; Social, emotional, and behavioral readiness; Special education services; Suspension.

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