In the face of rising economic and social inequality, American parents increasingly seek to promote their children’s academic achievement through provision of enriching learning opportunities. In this study, we hypothesized that parental investments in both home and out-of-home learning resources may partially explain socioeconomic disparities in children’s academic skills, and may function differently during school versus summer months. Using data drawn from the nationally representative Early Childhood Longitudinal Study Kindergarten Cohort of 2010–2011 (N ≈ 4,000), we assessed children’s reading, math, and science skills from kindergarten entry through second grade, attending to how achievement gaps shifted during school versus summer months. Multilevel piecewise latent growth models identified significant, small socioeconomic status (SES) gaps in children’s academic skills at kindergarten entry. These initial SES gaps remained stable for reading skills, grew during school months for science skills, and grew during summer months for math skills. Significant, small family SES disparities in home reading-based learning activities, out-of-home enrichment activities, TV/video time, and time in summer camps/child care programs also emerged, helping to explain growth in SES achievement gaps. Specifically, growing SES gaps in science skills appeared driven in part through school-year home learning activities and summer out-of-home enrichment activities. Growing SES gaps in math skills also functioned in part through summer out-of-home enrichment activities. Results suggest the importance of enhancing year-round investments across home, school, and community contexts to support the school success of economically disadvantaged children. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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家庭投资能否解释儿童在学校与夏季月份的阅读、数学和科学成就方面日益扩大的社会经济差异？

面对日益严重的经济和社会不平等，美国父母越来越多地寻求通过提供丰富的学习机会来提高孩子的学业成绩。在这项研究中，我们假设父母对家庭和户外学习资源的投资可能部分解释了儿童学业技能的社会经济差异，并且在学校和夏季月份的作用可能不同。使用来自具有全国代表性的 2010-2011 年幼儿纵向研究幼儿园队列（N ≈ 4,000）的数据，我们评估了儿童从幼儿园入学到二年级的阅读、数学和科学技能，关注在学校和暑假期间成绩差距如何变化个月。多级分段潜在增长模型确定显着，幼儿园入学时儿童学业技能的社会经济地位 (SES) 差距很小。这些最初的 SES 差距在阅读技能方面保持稳定，在科学技能方面在上学期间有所增加，在数学技能方面在夏季有所增加。在基于家庭阅读的学习活动、户外丰富活动、电视/视频时间以及夏令营/儿童保育计划的时间方面也出现了显着的小型家庭 SES 差异，这有助于解释 SES 成就差距的增长。具体来说，科学技能方面的 SES 差距越来越大，部分原因是学年家庭学习活动和夏季户外活动。数学技能中不断扩大的 SES 差距也在一定程度上通过夏季户外丰富活动发挥作用。结果表明在家庭、学校、和社区环境，以支持经济上处于不利地位的儿童在学校取得成功。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）