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The Effect of Preschool and Kindergarten Participation on Later Achievement of Language-Minority Student
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Xin Li – ProQuest LLC, 2022
Evidence has suggested that preschool and kindergarten experiences affect the cognitive and social-emotion development of language-minority students (LMS). This quantitative study aims to illustrate the LMS' preschool and kindergarten experience by investigating the preschool and kindergarten experience, family environment, and school environment.…
Descriptors: Preschool Education, Kindergarten, Language Minorities, Student Experience
Perceived Influences on the Career Choices of Children and Youth: An Exploratory Study
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Howard, Kimberly A. S.; Flanagan, Sean; Castine, Eleanor; Walsh, Mary E. – International Journal for Educational and Vocational Guidance, 2015
Children's understanding of factors influencing their career choices was examined. Seventy-two children, in grades kindergarten, 4, and 8, responded to questions about their perceptions of career influences. Responses were coded to capture the nature of the influences identified, including the global versus specific and linear versus interacting…
Descriptors: Kindergarten, Young Children, Elementary School Students, Grade 4
The Long-Term Effects of Early Parent Involvement and Parent Expectation in the USA
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Froiland, John Mark; Peterson, Aubrey; Davison, Mark L. – School Psychology International, 2013
Building on social-cognitive theory and the expectancy-value theory, this study indicated that early parent expectations for children’s post-secondary educational attainment have a stronger effect on 8th-grade achievement than home-based parental involvement. With a nationally representative sample of kindergarten students and their parents in the…
Descriptors: Parent Participation, Expectation, Educational Attainment, Academic Achievement
Who Is at Risk for Persistent Mathematics Difficulties in the United States?
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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
How Important Is Where You Start? Early Mathematics Knowledge and Later School Success
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Claessens, Amy; Engel, Mimi – Teachers College Record, 2013
Background: Children's early skills are essential for their later success in school. Recent evidence highlights the importance of early mathematics, relative to reading and socioemotional skills, for elementary school achievement. Key advocacy groups for both early childhood and mathematics education have issued position statements on the…
Descriptors: Mathematics Skills, Mathematics Achievement, Predictor Variables, Reading Achievement
The Condition of Education 2003 in Brief. NCES 2003-068
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Livingston, Andrea, Ed.; Wirt, John, Ed. – National Center for Education Statistics, 2003
This publication contains a sample of the 44 indicators in "The Condition of Education 2003." The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. The Contents page offers a cross reference between the two publications. Since 1870, the federal government has…
Descriptors: Elementary Secondary Education, Enrollment, Family Characteristics, Poverty