By Robert Serpell
This booklet studies the result of a five-year longitudinal examine of kid's early literacy improvement. the kids attended pre-kindergarten in Baltimore public colleges on the study's inception and accomplished 3rd grade at its finish. Tracing those kid's constructing literacy talents through the years, the learn makes an enormous contribution to realizing how most sensible to facilitate literacy attainment for kids of numerous backgrounds.
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Extra info for Becoming Literate in the City: The Baltimore Early Childhood Project
However, in these cases a second Growing Up in Baltimore 41 member of the research team, usually an undergraduate assistant who was African American, accompanied the primary research assistant on at least the ﬁrst few visits with the families. Thus, at least one member of the visiting team was of the same ethnic appearance as the family. All but one of the graduate research assistants were female. The male research assistant was accompanied by a female on the home visits. Each of the three principal investigators had primary responsibility for overseeing the project activities at speciﬁc school/ neighborhood sites and worked closely with the primary research assistants in their contacts with the families.
Ofﬁce of Educational Research and Improvement. Because the budget was relatively small, we were unable to recruit the full complement of families at the outset of the project. With additional funding secured from the National Institute of Child Health and Human Development (NICHD) in 1994, we were able to expand the sample. We describe in detail the procedures used during recruitment of the Wave 1 families. Participants in the project were drawn from the Growing Up in Baltimore 31 residential neighborhoods served by six public elementary schools in Baltimore City.
R There should be equal numbers of African American and European American children from the balanced-ethnicity schools, and in schools that are predominantly one ethnicity, all children should be of that ethnicity. Growing Up in Baltimore 33 r Children should not have any already identiﬁed developmental disabilities. r The economic status of the child’s family should be comparable to that of the majority of the families served by the school (as indexed by lunch ticket status). r Children should live within the ofﬁcial catchment zone of the school.