Promoting Equity for Our Nation's Youngest Students: School Psychologists as Agents of Social Justice in Early Childhood Settings

Achievement and disciplinary inequities between students from racially and ethnically diverse backgrounds and their White peers have been documented for decades in U.S. public schools. Researchers have documented that some racially and ethnically diverse students enter school with weaker academic sk...

Full description

Saved in:
Bibliographic Details
Published inSchool Psychology Forum, research in practice Vol. 10; no. 3; pp. 237 - 250
Main Authors Albritton, Kizzy, Anhalt, Karla, Terry, Nicole Patton
Format Magazine Article
LanguageEnglish
Published National Association of School Psychologists 2016
Subjects
Academic Achievement
Access to Education
Achievement Gap
Alternative Assessment
Change Agents
Consultation Programs
Discipline
Disproportionate Representation
Early Childhood Education
Early Intervention
Educational Quality
Equal Education
Family Programs
Family School Relationship
Intervention
Minority Group Students
Preschool Children
Prevention
Professional Development
Program Effectiveness
Response to Intervention
Role
School Psychologists
Social Justice
Student Diversity
Suspension
North Carolina
Illinois (Chicago)
Michigan
Online AccessGet more information

Cover

More Information
Summary:Achievement and disciplinary inequities between students from racially and ethnically diverse backgrounds and their White peers have been documented for decades in U.S. public schools. Researchers have documented that some racially and ethnically diverse students enter school with weaker academic skills than their White counterparts. Further, recent reports show inequities in disciplinary sanctions as early as preschool, with Black students experiencing significantly higher rates of suspension than their White peers (U.S. Department of Education, 2014). Several early childhood initiatives have been developed to address these educational disparities. Access to these initiatives, which include high-quality early childhood programs, is often limited for racially and ethnically diverse children. This article reviews preschool achievement and discipline disparities data, the status of early childhood initiatives in the United States, and implications for school psychologists as agents of social justice in early childhood settings.
ISSN:1938-2243
1938-2243