A Validation Study of the <i>Assessing Classroom Sociocultural Equity Scale</i> (ACSES) in Pre-Kindergarten to Third Grade Classrooms

Goldberg, Molly J.; Lloyd, Dalhia D.; Syed, Gullnar; Welch, Greg W.; Curenton, Stephanie M.

doi:10.1080/10409289.2022.2146392

Cited by 6 publications

(4 citation statements)

References 48 publications

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“…Unfortunately, because SEDA scores are derived from school-level standardized test scores, they do not provide any insight into specific aspects of each individual's learning experience within a given environment, thereby limiting the specificity of the questions we can answer using the ABCD dataset. A student's experience in the classroom can be impacted by socio-cultural equity, language use, student-teacher relationships, the curriculum adopted by the school district, and classroom organization [67][68][69][70] , all of which do not necessarily manifest in their school's standardized test scores. These factors may differentially impact global white ma er development and tissue properties in white ma er connections subserving different academic skills.…”

Section: Discussionmentioning

confidence: 99%

Educational Environment and White Matter Development in Early Adolescence

Roy,

Van Rinsveld,

Nedelec

et al. 2023

Preprint

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Coarse measures of socioeconomic status, such as parental income or parental education, have been linked to differences in white matter development. However, these measures do not provide insight into specific aspects of an individual's environment and how they relate to brain development. On the other hand, educational intervention studies have shown that changes in an individual's educational context can drive measurable changes in their white matter. These studies, however, rarely consider socioeconomic factors in their results. In the present study, we examined the unique effect of educational opportunity on white matter development, even when controlling other known socioeconomic factors. To explore this question, we leveraged the rich demographic and neuroimaging data available in the ABCD study, as well the unique data-crosswalk between ABCD and the Stanford Education Data Archive (SEDA). We find that educational opportunity is related to accelerated white matter development, even when accounting for other socioeconomic factors, and that this relationship is most pronounced in white matter tracts associated with academic skills. These results suggest that the school a child attends has a measurable impact on brain development for years to come.

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Section: Discussionmentioning

confidence: 99%

Educational Environment and White Matter Development in Early Adolescence

Roy,

Van Rinsveld,

Nedelec

et al. 2023

Preprint

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“…Such interactions are measured using the ACSES, which examines classroom interactions across several dimensions. Prior research has shown these dimensions to be reliable and valid across pre-K to Grade 3 classrooms (Curenton et al, 2019;Goldberg et al, 2021), and it is presently being tested for validation up to fifth grade. Our research questions explored whether equitable sociocultural classroom interactions (as measured across the five ACSES dimensions) were associated with children's math, executive functioning, social competence, and problem behavior.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Antiracism defined as equitable sociocultural interactions in prekindergarten: Classroom racial composition makes a difference

et al. 2022

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students) are projected to represent the majority of public school-age students (National Center for Educational Statistics, 2020), but several studies note that the lived experiences of RMLs are not central to the American schooling system. Instead, many RMLs experience racism. Such racism manifests through school segregation, inequitable school discipline, discontinuities between their home and school culture, disparities in funding between White and non-White school districts, and disparities in academic readiness and achievement

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“…For example, if a faculty member was teaching an assessment class, they would consider how using podcasts could support assessment concepts taught, and how candidates could better understand the profession with real-world examples discussed in the podcast. For example, in an episode of the BUTTERCUP podcast, guest Dr. Iheoma Iruka discussed a new contextual assessment tool she created with her colleagues that aims to assess the early learning setting with an equity lens (Goldberg et al, 2022;Macy & Bagnato, 2023). Assessing Classroom Sociocultural Equity Scale (ACSES) measures the sociocultural context of the early childhood environment (Curenton et al, 2018).…”

Section: Innovative Approaches: Podcast As a Pedagogical Tool For Acc...mentioning

confidence: 99%

Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs

Laser,

Acar,

Brown

et al. 2024

JOSEP

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The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center the Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators (Division for Early Childhood [DEC] of the Council for Exceptional Children [CEC], 2020; hereafter referred to as the EI/ECSE Standards) and DEC’s Recommended Practices (RPs). These strategies are shared through a “spiraling curriculum” framework, and progress from an awareness level to reflection of candidates’ own practice. In addition, this article shares related resources to consider in planning for innovative coursework and practicum/student teaching opportunities. Specific examples of spiraling experiences to deepen learning through opportunities to introduce content aligned to RPs and EI/ECSE Standards are included.

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A Validation Study of the Assessing Classroom Sociocultural Equity Scale (ACSES) in Pre-Kindergarten to Third Grade Classrooms

Cited by 6 publications

References 48 publications

Educational Environment and White Matter Development in Early Adolescence

Educational Environment and White Matter Development in Early Adolescence

Antiracism defined as equitable sociocultural interactions in prekindergarten: Classroom racial composition makes a difference

Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs

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