Evidence map›Paper›PMID 29204846›Full record

ArticleJournal of urban health : bulletin of the New York Academy of Medicine2018

The Costly Consequences of not Being Socially and Behaviorally Ready to Learn by Kindergarten in Baltimore City.

Amie F Bettencourt, Deborah Gross, Grace Ho, Nancy Perrin

Open access · greenAbstract readComparative Study
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of urban health : bulletin of the New York Academy of Medicine, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
6.3field-weighted citation impact, top 4% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 35 citations in OpenAlex.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors at 2 institutions in 2 countries.

Amie F BettencourtJohns Hopkins School of Medicine, Department of Psychiatry and Behavioral Sciences, 550 N Broadway, 9th Floor, Room 907, Baltimore, MD, 21205, USA. abetten3@jhu.edu.ORCID 0000-0002-8133-447X
Deborah GrossJohns Hopkins University School of Nursing, 525 N Wolfe St, Baltimore, MD, 21205, USA.
Grace HoThe Hong Kong Polytechnic University, School of Nursing, PQ426, Hung Hom, Kowloon, Hong Kong SAR, China.
Nancy PerrinJohns Hopkins University School of Nursing, 525 N Wolfe St, Baltimore, MD, 21205, USA.
Johns Hopkins University · USHong Kong Polytechnic University · HK

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Social, emotional, and behavioral skills are foundational to learning and long-term success. However, poverty and exposure to adverse childhood experiences reduce the chances of children entering kindergarten socially-behaviorally ready to learn. This study examined the unique impact of 5-year-old children (N = 11,412) entering kindergarten not socially-behaviorally ready on three costly school outcomes by fourth grade in Baltimore City Public Schools: being retained in grade, receiving services and supports through an IEP or 504 plan, and being suspended/expelled. Controlling for all other types of school readiness, students not identified as socially-behaviorally ready for kindergarten were more likely to experience all three school outcomes. Findings underscore the importance of early prevention and intervention strategies targeting parents and social-behavioral readiness skills during the first 5 years of life.

Indexed as

Academic SuccessEmotional IntelligenceSocial AdjustmentSocial BehaviorBaltimoreBlack or African AmericanChildChild, PreschoolFemaleHispanic or LatinoHumansMalePovertySchoolsStudentsWhite PeopleGrade retentionPovertySocial, emotional, and behavioral readinessSpecial education servicesSuspension

Identifiers

PMID29204846
PMCPMC5862700
OpenAlexW2773272918

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.