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Author: Fuligni, Allison Sidle
Resulting in 3 citations.
1. Fuligni, Allison Sidle
Brooks-Gunn, Jeanne
Healthy Development of Young Children: SES Disparities, Preventing Strategies, and Policy Opportunities
In: Promoting Health: Intervention Strategies from Social and Behavioral Research. B.D. Smedly and S.L. Syme, eds. Washington, DC: National Academy Press, 2000.
Also: http://www.nap.edu/catalog/9939.html
Cohort(s): Children of the NLSY79
Publisher: National Academy Press
Keyword(s): Child Health; Education; Family Income; Overview, Child Assessment Data; Poverty; Socioeconomic Status (SES)

In 1994, the federal government passed the Goals 2000: Educate America Act, which adopted into law six national goals for improving the education system. Foremost on this list was Goal 1: "By the year 2000, all children in America will start school ready to learn." (National Education Goals Panel, 1998). Now that the new millenium has arrived, examination of the status of young children entering school shows that we have fallen short of meeting this goal. In this paper, we explore some reasons that the nation is not appreciably nearer to achieving this laudatory outcome and offer research and policy strategies that may help move the nation in this direction.
Bibliography Citation
Fuligni, Allison Sidle and Jeanne Brooks-Gunn. "Healthy Development of Young Children: SES Disparities, Preventing Strategies, and Policy Opportunities" In: Promoting Health: Intervention Strategies from Social and Behavioral Research. B.D. Smedly and S.L. Syme, eds. Washington, DC: National Academy Press, 2000.
2. Fuligni, Allison Sidle
Han, Wen-Jui
Brooks-Gunn, Jeanne
Infant-Toddler HOME in the 2nd and 3rd Years of Life
Parenting: Science and Practice 4, 2-3 (April-September 2004): 139-159.
Also: http://www.parentingscienceandpractice.com/Past_Contents/V4_2_3/v4_2_3.htm
Cohort(s): Children of the NLSY79
Publisher: Lawrence Erlbaum Associates ==> Taylor & Francis
Keyword(s): Behavior Problems Index (BPI); Child Development; Home Observation for Measurement of Environment (HOME); Infants; Parenting Skills/Styles; Preschool Children

Permission to reprint the abstract has been denied by the publisher.

Bibliography Citation
Fuligni, Allison Sidle, Wen-Jui Han and Jeanne Brooks-Gunn. "Infant-Toddler HOME in the 2nd and 3rd Years of Life." Parenting: Science and Practice 4, 2-3 (April-September 2004): 139-159.
3. Linver, Miriam R.
Fuligni, Allison Sidle
Brooks-Gunn, Jeanne
How Do Parents Matter? Income, Interactions, and Intervention During Early Childhood
In: After the Bell: Family Background, Public Policy, and Educational Success. D. Conley and K. Albright, eds., New York: Routledge, 2004: 25-85
Cohort(s): Children of the NLSY79
Publisher: Routledge ==> Taylor & Francis (1998)
Keyword(s): Behavior Problems Index (BPI); Children, Poverty; Family Income; Home Observation for Measurement of Environment (HOME); Infant Health and Development Program (IHDP); Panel Study of Income Dynamics (PSID); Parenting Skills/Styles; Peabody Picture Vocabulary Test (PPVT); School Entry/Readiness

The current political climate in the United States places a strong focus on the achievement of young people. At the heart of the concern is the welldocumented and publicized discrepancy in school achievement outcomes for children from poor socioeconomic backgrounds compared to their more affluent counterparts. The difference between poor and non-poor children is often evidenced even earlier in life, before school entry, as young children from disadvantaged families exhibit lower scores on tests of school readiness and enter school less prepared to succeed. A related issue is the disparity between test scores of African American and European American children, which still persists, though diminished, after accounting for income and other family background differences.

What is it about coming from an economically disadvantaged family that is driving these differences in young children's development and achievement? In the 1960s, the Coleman report brought the attention of the sociology field to the importance of the family context for school performance. At the same time, psychologists were focusing on the importance of early experience (and by definition, the family) on later development. Together, these two disciplines helped to shape the terms of President Johnson's War on Poverty, which directed attention to child and family interventions and how these might make a difference in lives of poor families.

In this chapter we discuss the importance of the family environment (including family income, parents' human capital, maternal emotional health, and parenting) as well as neighborhood context and how they may operate to link income and child outcomes. In our discussion, we draw upon our own and others' previous research from several different disciplines to illustrate these pathways. We provide several examples of how we have empirically examined these contextual components and their relation to children's development. We draw upon data from three la rge national datasets to address these issues: the Infant Health and Development Program (IHDP), the Panel Study of Income Dynamics - Child Development Supplement (PSID-CDS), and the National Longitudinal Study of Youth - Child Supplement (NLSY-CS).

Bibliography Citation
Linver, Miriam R., Allison Sidle Fuligni and Jeanne Brooks-Gunn. "How Do Parents Matter? Income, Interactions, and Intervention During Early Childhood" In: After the Bell: Family Background, Public Policy, and Educational Success. D. Conley and K. Albright, eds., New York: Routledge, 2004: 25-85