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Direct linkPeterson, Carla A.; Wall, Shavaun; Jeon, Hyun-Joo; Swanson, Mark E.; Carta, Judith J.; Luze, Gayle J.; Eshbaugh, Elaine – Journal of Special Education, 2013
This study examined the prevalence of indicators of disability or potential disability among preschool-aged children enrolled in the Early Head Start Research and Evaluation Longitudinal Follow-Up. Three categories of indicators were established: received Part B services, developmental risk, and biological risk. The majority of participating…
Descriptors: Preschool Children, Family Characteristics, Poverty, Disadvantaged
Ladd, Helen F. – Journal of Policy Analysis and Management, 2012
Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test-based evaluation of teachers, and the promotion of competition are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school…
Descriptors: Evidence, Federal Legislation, Disadvantaged, Educational Attainment
Chase-Lansdale, P. Lindsay, Ed.; Brooks-Gunn, Jeanne, Ed. – 1995
Children's poverty rate in the United States, over 20%, exceeds that of all industrialized nations except Australia. This interdisciplinary book examines the impact of changing public policies on children. Section 1 gives a current and historical overview of children in poverty. Sections 2 through 5 address arenas of possible change from policy…
Descriptors: Child Development, Child Support, Childhood Attitudes, Children
