Amy E. Lowenstein

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Children growing up in the United States today typically spend a substantial portion of their early childhood years in early care and education (ECE) settings. These settings are thus an essential element of any effort to understand the ecology of early development. Research aimed at identifying the short- and long-term impacts of ECE experiences has a long(More)
The nature and measurement of school contexts have been the foci of interest in community, developmental, and school psychology for decades. In this paper, we tested the stability of six elementary school-context factors over time, using a nationally representative and longitudinal sample of schools from the Early Childhood Longitudinal Study, Kindergarten(More)
The present longitudinal study tested the roles of early childhood executive control (EC) as well as exposure to poverty-related adversity at family and school levels as key predictors of low-income children's EC in elementary school (n = 391). Findings suggest that children's EC difficulties in preschool and lower family income from early to middle(More)
In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children's language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations.(More)
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