Cognitive Ability at Kindergarten Entry and Socioeconomic Status

2015128 citationsJournal Article

Authors

Kandyce Larson · American Academy of Pediatrics

Bergen B. Nelson · University of California, Los Angeles

Lynn Olson · American Academy of Pediatrics

Abstract

Steep social gradients in cognitive outcomes at kindergarten are due to many factors. Findings suggest policies targeting levels of socioeconomic inequality and a range of early childhood interventions are needed to address these disparities.

Topics & Keywords

Early Childhood Education and Development Infant Development and Preterm Care Child and Adolescent Psychosocial and Emotional Development

UN Sustainable Development Goals

Quality Education

Publication Details

Published in: PEDIATRICS

Volume 135, Issue 2, pp. e440-e448

DOI: 10.1542/peds.2014-0434

Field-Weighted Citation Impact: 50.21