Steve Maczuga
Biographic Data
| ID | 1699142 |
|---|---|
| NAME | Steve Maczuga |
| GIVEN NAMES | Steve |
| FAMILY NAME | Maczuga |
| SIGNATURE | MACZUGA S |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0003-3563-6618 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 191 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 5 |
Executive function deficits in kindergarten predict repeated academic difficulties across elementary school
Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools
Federal legislation and policy increasingly seek to address minority overrepresentation in special education due to concerns that U.S. schools are misidentifying children as disabled based on their race or ethnicity. Yet whether and to what extent this is occurring is currently in dispute. We estimated racial disparities in disability identification using very large (e.g., Ns = 183,570, 165,540, and 48,560) student-level, nationally representativ…
Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry
Data were analyzed from a population-based, longitudinal sample of 8,650 U.S. children to (a) identify factors associated with or predictive of oral vocabulary size at 24 months of age and (b) evaluate whether oral vocabulary size is uniquely predictive of academic and behavioral functioning at kindergarten entry. Children from higher socioeconomic status households, females, and those experiencing higher quality parenting had larger oral vocabul…
Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions
We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely than otherwise similar White, English-speaking children to be identified as disabled and so to receive…
Quality Disparities in Child Care for At-Risk Children: Comparing Head Start and Non-Head Start Settings
Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education
We investigated whether and to what extent children who are racial-ethnic minorities are disproportionately represented in early intervention and/or early childhood special education (EI/ECSE). We did so by analyzing a large sample of 48-month-olds ( N = 7,950) participating in the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B), a nationally representative data set of children born in the United States in 2001. Multivariate logistic reg…
Perinatal and Socioeconomic Risk Factors for Variable and Persistent Cognitive Delay at 24 and 48 Months of Age in a National Sample
The objective of this paper is to examine patterns of cognitive delay at 24 and 48 months and quantify the effects of perinatal and sociodemographic risk factors on persistent and variable cognitive delay. Using data from 7,200 children in the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), multiple logistic regression models identified significant predictors of low cognitive functioning at 24 and 48 months. Additional multiple logisti…
Does Oppositional Culture Exist in Minority and Poverty Peer Groups
Cette etude teste les travaux exposes en aout 1998 dans la presente revue par Ainsworth-Darnell et Downey et parvient a la conclusion opposee. Contrairement aux auteurs precites, la presente etude montre qu'il est premature de rejeter la culture d'opposition comme un mecanisme pouvant influencer des performances scolaires moins elevees chez les etudiants de minorites ethniques ou d'origine modeste
Does Oppositional Culture Exist in Minority and Poverty Peer Groups
Cette etude teste les travaux exposes en aout 1998 dans la presente revue par Ainsworth-Darnell et Downey et parvient a la conclusion opposee. Contrairement aux auteurs precites, la presente etude montre qu'il est premature de rejeter la culture d'opposition comme un mecanisme pouvant influencer des performances scolaires moins elevees chez les etudiants de minorites ethniques ou d'origine modeste
Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions
We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely than otherwise similar White, English-speaking children to be identified as disabled and so to receive…
Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools
Federal legislation and policy increasingly seek to address minority overrepresentation in special education due to concerns that U.S. schools are misidentifying children as disabled based on their race or ethnicity. Yet whether and to what extent this is occurring is currently in dispute. We estimated racial disparities in disability identification using very large (e.g., Ns = 183,570, 165,540, and 48,560) student-level, nationally representativ…
Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education
We investigated whether and to what extent children who are racial-ethnic minorities are disproportionately represented in early intervention and/or early childhood special education (EI/ECSE). We did so by analyzing a large sample of 48-month-olds ( N = 7,950) participating in the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B), a nationally representative data set of children born in the United States in 2001. Multivariate logistic reg…
Executive function deficits in kindergarten predict repeated academic difficulties across elementary school
Does Oppositional Culture Exist in Minority and Poverty Peer Groups
Cette etude teste les travaux exposes en aout 1998 dans la presente revue par Ainsworth-Darnell et Downey et parvient a la conclusion opposee. Contrairement aux auteurs precites, la presente etude montre qu'il est premature de rejeter la culture d'opposition comme un mecanisme pouvant influencer des performances scolaires moins elevees chez les etudiants de minorites ethniques ou d'origine modeste
Perinatal and Socioeconomic Risk Factors for Variable and Persistent Cognitive Delay at 24 and 48 Months of Age in a National Sample
The objective of this paper is to examine patterns of cognitive delay at 24 and 48 months and quantify the effects of perinatal and sociodemographic risk factors on persistent and variable cognitive delay. Using data from 7,200 children in the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), multiple logistic regression models identified significant predictors of low cognitive functioning at 24 and 48 months. Additional multiple logisti…
Quality Disparities in Child Care for At-Risk Children: Comparing Head Start and Non-Head Start Settings
Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education
We investigated whether and to what extent children who are racial-ethnic minorities are disproportionately represented in early intervention and/or early childhood special education (EI/ECSE). We did so by analyzing a large sample of 48-month-olds ( N = 7,950) participating in the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B), a nationally representative data set of children born in the United States in 2001. Multivariate logistic reg…
Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry
Data were analyzed from a population-based, longitudinal sample of 8,650 U.S. children to (a) identify factors associated with or predictive of oral vocabulary size at 24 months of age and (b) evaluate whether oral vocabulary size is uniquely predictive of academic and behavioral functioning at kindergarten entry. Children from higher socioeconomic status households, females, and those experiencing higher quality parenting had larger oral vocabul…
Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions
We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely than otherwise similar White, English-speaking children to be identified as disabled and so to receive…
Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools
Federal legislation and policy increasingly seek to address minority overrepresentation in special education due to concerns that U.S. schools are misidentifying children as disabled based on their race or ethnicity. Yet whether and to what extent this is occurring is currently in dispute. We estimated racial disparities in disability identification using very large (e.g., Ns = 183,570, 165,540, and 48,560) student-level, nationally representativ…
Executive function deficits in kindergarten predict repeated academic difficulties across elementary school
Psychology (7 works) · Medicine (6 works) · Demography (5 works) · Developmental psychology (5 works) · Demography (4 works) · Early Childhood Education and Development (4 works) · Ethnic group (4 works) · Family and Disability Support Research (4 works) · Sociology (4 works) · Infant Development and Preterm Care (3 works)