Examined cognitive competencies and motivation in economically advantaged and disadvantaged preschoolers and kindergartners over a two-year period. Found that disadvantaged children had poorer cognitive scores than advantaged children. Cognitive gains were equal after one or two years in school, with socioeconomic status (SES) differences continuing. SES motivation differences did not systematically favor either group.
Economically disadvantaged preschoolers: Ready to learn but further to go
Year of Publication:1997
(1997). Economically disadvantaged preschoolers: Ready to learn but further to go. Developmental Psychology, 33, 711-723.