Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 13 |
Descriptor
Source
Author
Farkas, George | 13 |
Morgan, Paul L. | 10 |
Hillemeier, Marianne M. | 8 |
Maczuga, Steve | 6 |
Pun, Wik Hung | 4 |
Cook, Michael | 3 |
Li, Hui | 3 |
Bitetti, Dana | 1 |
Brouillette, Liane | 1 |
Claessens, Amy | 1 |
Engel, Mimi | 1 |
More ▼ |
Publication Type
Journal Articles | 12 |
Reports - Research | 12 |
Opinion Papers | 1 |
Reports - Descriptive | 1 |
Education Level
Early Childhood Education | 9 |
Kindergarten | 9 |
Primary Education | 9 |
Elementary Education | 5 |
Secondary Education | 4 |
Grade 3 | 3 |
Grade 8 | 3 |
Junior High Schools | 3 |
Middle Schools | 3 |
Grade 2 | 2 |
Grade 5 | 2 |
More ▼ |
Audience
Location
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
Early Childhood Longitudinal… | 12 |
Woodcock Johnson Tests of… | 2 |
Bayley Scales of Infant… | 1 |
MacArthur Communicative… | 1 |
Schools and Staffing Survey… | 1 |
What Works Clearinghouse Rating
Gara, Taylor V.; Farkas, George; Brouillette, Liane – Arts Education Policy Review, 2022
It has been asserted that the test-based accountability of No Child Left Behind (NCLB) increased instruction in tested subject areas reading and math, leading to reductions in arts education. We tested this using two waves of data, before and after NCLB implementation, in a difference-in-differences design. The analyses indicated that the total…
Descriptors: Federal Legislation, Educational Legislation, Accountability, Educational Policy
Engel, Mimi; Claessens, Amy; Watts, Tyler; Farkas, George – Educational Researcher, 2016
Analyzing data from two nationally representative kindergarten cohorts, we examine the mathematics content teachers cover in kindergarten. We expand upon prior research, finding that kindergarten teachers report emphasizing basic mathematics content. Although teachers reported increased coverage of advanced content between the 1998-1999 and…
Descriptors: Kindergarten, Mathematics Achievement, Course Content, Cohort Analysis
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Pun, Wik Hung; Maczuga, Steve – Child Development, 2019
Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N =…
Descriptors: Kindergarten, Executive Function, Grade 2, Academic Achievement
Republication of "A Propensity Score Matching Analysis of the Effects of Special Education Services"
Morgan, Paul L.; Frisco, Michelle L.; Farkas, George; Hibel, Jacob – Journal of Special Education, 2017
Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to…
Descriptors: Disabilities, Kindergarten, Mathematics Skills, Special Education
Morgan, Paul L.; Farkas, George – Educational Researcher, 2016
We reply to three critiques regarding our reporting that White, English-speaking children are much more likely than otherwise similar racial, ethnic, and language minority children to receive special education services in the United States. We show how each critique is unsound. We present further evidence of the robustness of our findings.
Descriptors: Advantaged, Disadvantaged, Whites, Racial Discrimination
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Li, Hui; Pun, Wik Hung; Cook, Michael – Exceptional Children, 2017
We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten--when the delivery of these services might be expected to be most effective--have changed over a 12-year period in the United States. Logistic regression…
Descriptors: Speech Impairments, Language Impairments, Cohort Analysis, Disproportionate Representation
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Li, Hui; Pun, Wik Hung; Cook, Michael – Grantee Submission, 2017
We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten--when the delivery of these services might be expected to be most effective- have changed over a 12-year period in the United States. Logistic regression…
Descriptors: African American Students, Cohort Analysis, Disproportionate Representation, Ethnicity
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Pun, Wik Hung; Maczuga, Steve – Grantee Submission, 2018
Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N =…
Descriptors: Kindergarten, Executive Function, Grade 2, Academic Achievement
Hammer, Carol Scheffner; Morgan, Paul; Farkas, George; Hillemeier, Marianne; Bitetti, Dana; Maczuga, Steve – Journal of Speech, Language, and Hearing Research, 2017
Purpose: This study was designed to (a) identify sociodemographic, pregnancy and birth, family health, and parenting and child care risk factors for being a late talker at 24 months of age; (b) determine whether late talkers continue to have low vocabulary at 48 months; and (c) investigate whether being a late talker plays a unique role in…
Descriptors: Socioeconomic Influences, Pregnancy, Family Environment, Parenting Styles
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve – Educational Researcher, 2016
We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children's own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child-…
Descriptors: Science Instruction, Science Achievement, Achievement Gap, Regression (Statistics)
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve – Grantee Submission, 2016
We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children's own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child-…
Descriptors: Science Instruction, Science Achievement, Achievement Gap, Regression (Statistics)
Morgan, Paul L.; Li, Hui; Cook, Michael; Farkas, George; Hillemeier, Marianne M.; Lin, Yu-chu – School Psychology Quarterly, 2016
We sought to identify which kindergarten children are simultaneously at risk of moderate or severe symptomatology in both attention-deficit/hyperactivity disorder (ADHD) and conduct disorder (CD) as adolescents. These risk factor estimates have not been previously available. We conducted multinomial logistic regression analyses of multiinformant…
Descriptors: Kindergarten, Attention Deficit Hyperactivity Disorder, At Risk Students, Adolescent Development
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve – Journal of Learning Disabilities, 2016
We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD at 48 and 60 months of age, as are children with cognitive delays, identified developmental delays…
Descriptors: Learning Problems, Learning Disabilities, At Risk Students, Mathematics Instruction