Formal versus Informal Prekindergarten and School Readiness for Children of Immigrant Families: A Review of Evidence from the U.S.

UC Center Sacramento Speaker Series Presents

Dr. Michael Gottfried, Assistant Professor, Department of Education, University of California, Santa Barbara

Given that many children from immigrant families start school at a disadvantage relative to native-born children, researchers, policy makers, and practitioners have inquired into which prekindergarten alternatives might be most effective at boosting school readiness for this group of children. Professor Gottfried’s lecture will covers those research studies that have examined the effects of formal versus informal prekindergarten alternatives in the year before entering school on both academic and socioemotional measures of school readiness for children in immigrant families.

Michael Gottfried is an Assistant Professor from the Gevirtz School of Education at UC Santa Barbara. Dr. Gottfried’s research focuses on the economics of education and education policy. Using the analytic tools from these disciplines, he has examined issues pertaining to peer effects, classroom context, and STEM. His research extends across the K-16 pipeline. Dr. Gottfried has published numerous articles in these areas, with multiple publications in Educational Evaluation and Policy Analysis, American Educational Research Journal, Teachers College Record, American Journal of Education, Journal of Educational Research, and Elementary School Journal, among others. He is/has been the Principal Investigator on multiple funded research grants from the National Science Foundation, National Institutes of Health (NICHD), American Educational Research Association, and the Haynes Foundation. He has won multiple scholarly awards for his research, including the Outstanding Publication in Methodology Award in both 2010 and in 2012 given by AERA Division H and the Highest Reviewed Paper Award in 2013 given by AERA SIG: School Effectiveness and School Improvement.