The positive peer effects of classroom diversity: Exploring the relationship between English language learner classmates and socioemotional skills in early elementary school

Elementary School Journal

Volumn 115, Issue 1, 2014, Pages 22-48

  Gottfried, Michael A ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84905651313     PISSN: 00135984     EISSN: 15548279     Source Type: Journal    
DOI: 10.1086/676948     Document Type: Article

References (81)

1. Aber, J. L., Bennett, N. G., Conley, D. C., & Li, J. (1997). The effects of poverty on child health and development. Annual Review of Public Health, 18, 463-483.
2. Aizer, A. (2008). Peer effects and human capital accumulation: The externalities of ADD (NBER Working Paper Series No. 14354). Cambridge, MA: National Bureau of Economic Research.
3. Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First-grade classroom behavior: Its short-and long-term consequences for school performance. Child Development, 64, 801-814.
4. Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795-809.
5. Anderman, E. M., & Kimweli, D. (1997). Victimization and safety in schools serving early adolescents. Journal of Early Adolescence, 17, 408-438.
6. Argys, L. M., Rees, D. I., & Brewer, D. J. (1996). Detracking America's schools: Equity at zero cost? Journal of Policy Analysis and Management, 15, 623-645.
7. Banks, J. A., & Banks, C. A. M. (1995). Handbook of research in multicultural education. New York: Macmillan.
8. Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
9. Brooks-Gunn, J., & Duncan, G. (1997). The effects of poverty on children. Future of Children, 7, 55-71.
10. Bryk, A. S., Lee, V. E., & Holland, P. B. (1993). Catholic schools and the common good. Cambridge, MA: Harvard University Press.
11. Burke, M. A., & Sass, T. R. (2008). Classroom peer effects and student achievement (Calder, Working Paper 18).
12. Caldas, S. J. (1993). Reexamination of input and process factor effects in public school achievement. Journal of Educational Research, 86, 206-214.
13. Chiteji, N. (2010). Time-preference, non-cognitive skills and well-being across the life course: Do non-cognitive skills encourage healthy behavior? American Economic Review, 100(2), 200-204.
14. Cho, R. M. (2012). Are there peer effects associated with having English language learner (ELL) classmates? Evidence from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K). Economics of Education Review, 31, 629-643.
15. Cipani, E. (1995). Inclusive education: What do we know and what do we still have to learn? Exceptional Children, 61, 498-500
16. Claessens, A., Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28, 415-427.
17. Coplan, R. J., & Prakash, K. (2003). Spending time with teacher: Characteristics of preschoolers who frequently elicit versus initiate interactions with teachers. Early Childhood Research Quarterly, 18, 143-158.
18. Cunha, F., Heckman, J., Lochner, L., & Masterov, D. (2006). Interpreting the evidence on life cycle skill formation. In E. Hanushek & F. Welch (Eds.), Handbook on the economics of education (pp. 307-451). North Holland: Elsevier.
19. Curtin, E. (2005). Instructional styles used by regular classroom teachers while teaching recently mainstreamed ESL students. Multicultural Education, 12(4), 36-42.
20. Datar, A. (2006). Does delaying kindergarten entrance given children a head start? Economics of Education Review, 25, 43-62.
21. De Cohen, C., Deterding, N., & Clewell, B. (2005). Who's left behind? Immigrant children in high-and low-LEP schools. Washington, DC: Urban Institute.
22. Dee, T. S., & West, M. R. (2012). The non-cognitive returns to class size. Educational Evaluation and Policy Analysis, 33, 23-46.
23. Demaray, M. K., Ruffalo, S. L., Carlson, J., Busse, R. T., & Olson, A. E. (1995). Social skills assessment: A comparative evaluation of six published rating scales. School Psychology Review, 24, 648-671.
24. DiPerna, J. C., Lei, P. W., & Reid, E. E. (2007). Kindergarten predictors of mathematical growth in the primary grades: An investigation using the Early Childhood Longitudinal Study-Kindergarten Cohort. Journal of Educational Psychology, 99, 369-379.
25. Drotar, D. (1997). Relating parent and family functioning to the psychological adjustment of children with chronic health conditions: What have we learned? What do we need to know? Journal of Pediatric Psychology, 22, 149-165.
26. Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.
27. Duncan, G. J., Claessens, A., Huston, A. C., Pagani, L. S., Engel, M., Sexton, H., Duckworth, K. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
28. Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2005). First grade and educational attainment by age 22: A new story. American Journal of Sociology, 110, 1458-1502.
29. Espinosa, L. M. (2008). Challenging common myths about young English language learners (FCD Policy Brief No. 8).
30. Farver, J., Lonigan, C., & Eppe, S. (2009). Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods. Child Development, 80, 703-719.
31. Feng, H., & Cartledge, G. (1996). Social skill assessment of inner city Asian, African, and European American students. School Psychology Review, 25, 228-239.
32. Fletcher, J. (2010). Spillover effects of inclusion of classmates with emotional problems on test scores in early elementary school. Journal of Policy Analysis and Management, 29(1), 69-83.
33. Fry, R. (2008). The role of schools in the English language learner achievement gap. Washington, DC: Pew Hispanic Center.
34. Fryer, R., & Levitt, S. (2004). Understanding the black-white test score gap in the first two years of school. Review of Economics and Statistics, 86, 447-464.
35. Furlong, M. J., & Karno, M. (1995). Review of the Social Skills Rating System. In J. C. Conoley & J. C. Impara (Eds.), Twelfth mental measurements yearbook (pp. 697-969). Lincoln, NE: Buros Institute of Mental Measurement.
36. Galindo, C., & Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46, 579-592.
37. Goodwin, A. (2002). Teacher preparation and the education of immigrant children. Education and Urban Society, 34, 156-172.
38. Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D. (1994). Gifted IQ: Early developmental aspects. New York: Plenum.
39. Gottfried, M. A. (2009). Excused versus unexcused: How school absences in elementary school affect academic achievement. Educational Evaluation and Policy Analysis, 31, 392-419.
40. Gottfried, M. A. (2011). Absent peers in elementary years: The negative classroom effects of unexcused absences on standardized testing outcomes. Teachers College Record, 113, 1597-1632.
41. Gottfried, M. A. (2012). Peer effects in urban schools: Assessing the impact of classroom composition on student achievement. Educational Policy. doi:10.1177/0895904812467082
42. Gresham, F. M., & Elliot, S. N. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service.
43. Hanushek, E., Kain, J., Markman, J., & Rivkin, S. (2003). Does peer ability affect student achievement? Journal of Applied Econometrics, 18, 527-544.
44. Hanushek, E., Kain, J., & Rivkin, S. (2002). Inferring program effects for special populations: Does special education raise achievement for students with disabilities? Review of Economics and Statistics, 84(4), 584-599.
45. Hayworth, P. (2009). The quest for a mainstream EAL pedagogy. Teachers College Record, 111, 2179-2208.
46. Heckman, J. J. (2008). Schools, skills, and synapses. Economic Inquiry, Western Economic Association International, 46(3), 289-324.
47. Heckman, J. J., & Rubinstein, Y. (2001). The importance of noncognitive skills: Lessons from the GED testing program. American Economic Review, 91(2), 145-149.
48. Hoxby, C. (2000). The effects of class size on student achievement: New evidence from population variation. Quarterly Journal of Economics, 115, 1239-1285.
49. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Pscyhology, 80, 437-447.
50. Karabenick, S., & Noda, P. (2004). Professional development implications of teachers' beliefs and attitudes toward English language learners. Bilingual Research Journal, 28, 55-75.
51. Kontos, S., & Wilcox-Herzog, A. (1997). Teachers' interactions with children: Why are they so important? Young Children, 52, 4-12.
52. Lipsky, D. K., & Gartner, A. (1995). National study on inclusion: Overview and summary report. National Center on Educational Restructuring and Inclusion Bulletin, 2(2), 1-8.
53. McEwan, P. (2003). Peer effects on student achievement: Evidence from Chile. Economics of Education Review, 60, 131-141.
54. Meisels, S. J., Atkins-Burnett, S., & Nicholson, J. (1996). Assessment of social competence, adaptive behaviors, and approaches to learning with young children. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
55. Meskill, C. (2005). Infusing English language learner issues throughout professional educator curricula: The training all teachers project. Teachers College Record, 107, 739-756.
56. Morgan, P. L., Frisco, M. L., Farkas, G., & Hibel, J. (2010). A propensity score matching analysis of the effects of special education services. Journal of Special Education, 43, 236-254.
57. National Center for English Language Acquisition. (2010). The growing numbers of English learner students 1997/98-2007/08. Retrieved from http://www.ncela.gwu.edu/files/uploads/9/growingLEP_0708.pdf
58. Neidell, M., & Waldfogel, J. (2010). Cognitive and noncognitive peer effects in early education. Review of Economics and Statistics, 92, 562-576.
59. Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children's peer relations: A meta-analytical review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99-128.
60. Nye, B., Konstantopoulos, S., & Hedges, L. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26, 237-257.
61. Olson, S. L., Sameroff, A. J., Kerr, D. C. R., Lopez, N. L., & Wellman, H. M. (2005). Developmental foundations of externalizing problems in young children: The role of effortful control. Developmental and Psychopathology, 17, 25-45.
62. Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 86, 357-389.
63. Pianta, R., & Walsh, D. (1996). High-risk children in schools: Constructing sustaining relationships. New York: Routledge.
64. Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Pscyhopathology, 12, 427-441.
65. Primo, D. M., Jacobsmeier, M. L., & Milyo, J. (2007). Estimating the impact of state policies and institutions with mixed-level data. State Politics and Policy Quarterly, 7, 446-459.
66. Reeves, J. (2006). Secondary teacher attitudes toward including English language learners in mainstream classrooms. Journal of Education Research, 99, 131-142.
67. Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers' judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147-166.
68. Schmidt, M. (2000). Teachers' attitudes toward ESL students and programs. In S. Wade (Ed.), Inclusive education: A casebook and readings for prospective and practicing teachers (pp. 121-128). Mahwah, NJ: Erlbaum.
69. Schneider, B., Carnoy, M., Kilpatrick, J., Schmidt, W. H., & Shavelson, R. J. (2007). Estimating causal effects using experimental and observational designs. Washington, DC: American Education Research Association.
70. Shonkoff, J., & Phillips, D. (Eds.). (2000). From nervous to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
71. Slavin, R., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75, 247-284.
72. Smith, S. (1997). A longitudinal study: The literacy development of 57 children. In C. Kinzer, K. Hinchman, & D. Leu (Eds.), Inquiries in literacy theory and practice (pp. 250-264). Chicago: National Reading Conference.
73. Spira, E. G., Bracken, S. S., & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavioral skills. Developmental Psychology, 41, 225-234.
74. Tauber, R. T. (2007). Classroom management: Sound theory and effective practice. Portsmouth, NH: Greenwood.
75. U.S. Department of Education. (2002). User's manual for the ECLS-K first grade restricted-use data files and electronic code book (NCES 2002-128). Washington, DC: NCES.
76. Waddell, G. R. (2006). Labor-market consequences of poor attitude and low self-esteem in youth. Economic Inquiry, 44(1), 69-97.
77. Wiley, T., & Wright, W. (2004). Against the undertow: Language-minority education policy and politics in the age of accountability. Educational Policy, 18, 142-168.
78. Williams, L. J., & Downing, J. E. (1998). Membership and belonging in inclusive classrooms: What do middle school students have to say? Journal of the Association for Persons with Severe Handicaps, 23(2), 98-110
79. Willig, A. (1985). A meta-analysis of selected studies on the effectiveness of bilingual education. Review of Educational Research, 55, 269-317.
80. Zehler, A. M., Fleischman, H. L., Hopstock, P. J., Stephenson, T. G., Pendick, M. L., & Sapru, S. (2003). Policy report: Summary of findings related to LEP and Sp-Ed LEP students. Washington, DC: U.S. Department of Education.
81. Zimmer, R. W., & Toma, E. F. (2000). Peer effects in private and public schools across countries. Journal of Policy Analysis and Management, 19, 75-92.