This study explored the relations between parental formal education, residential mobility, and children's school readiness in a sample of 509 Head Start children, 30% of whom were Spanish-speaking Dual Language Learners (DLLs). Additionally, it explored whether the relations between these demographic factors and school readiness varied as a function of DLL status. Results indicated that parental formal education was associated with higher math and literacy scores, but residential mobility was only marginally associated with lower literacy and math scores. Moreover, the relation between residential mobility and early math varied as a function of DLL status. Additionally, the relation between parent formal education and early math also varied as a function of DLL status. These interactions were not found between residential mobility, parent education, and early literacy. Findings highlight the differential influence of demographic factors on DLLs' school readiness.

本研究以 509 名 Head Start 儿童为样本，探讨了父母正规教育、居住流动性和儿童入学准备之间的关系，其中 30% 是讲西班牙语的双语学习者 (DLL)。此外，它还探讨了这些人口因素和入学准备之间的关系是否随着 DLL 状态的变化而变化。结果表明，父母的正规教育与较高的数学和识字成绩相关，但居住流动性与较低的识字和数学成绩仅略有相关。此外，居住流动性和早期数学之间的关系随着 DLL 状态的变化而变化。此外，家长正规教育与早期数学之间的关系也随着 DLL 状态的变化而变化。居住流动性、家长教育和早期识字率之间没有发现这些相互作用。调查结果强调了人口因素对 DLL 入学准备的不同影响。