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Yadira Peralta; Nidhi Kohli; Panayiota Kendeou; Mark L. Davison; Eric F. Lock – Reading and Writing: An Interdisciplinary Journal, 2024
The relation between reading and mathematics achievement is an active area of research, and evidence in the extant literature suggests they are closely related. However, there is a lack of understanding about how their relation develops over time. Indeed, traditional longitudinal analyses have focused on investigating each domain independently,…
Descriptors: Learning Trajectories, Reading Achievement, Mathematics Achievement, Models
Macias, Meghan; Iveland, Ashley; Tyler, Burr; Salcido White, Maya – WestEd, 2022
The COVID-19 pandemic has had a huge impact on education. Science teaching, in particular, has faced specific challenges given the field's emphasis on high-quality instruction that has students "do" science collaboratively rather than just read about it or hear about it in a lecture. This brief provides: (1) a summary of data collected…
Descriptors: Pandemics, Teaching Methods, Science Instruction, COVID-19
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Matthew E. Foster; Jacqueline M. Caemmerer; Briana Hennessy; Sara A. Smith; Lisa M. López; Trina D. Spencer – Elementary School Journal, 2024
Using the Early Childhood Longitudinal Study Kindergarten Cohort (2010-2011), this study is the first to investigate predictors of kindergarten science achievement and growth across elementary school--English language proficiency (ELP), executive functioning, math and reading achievement, parent-engaged science and math activities, and classroom…
Descriptors: Predictor Variables, Kindergarten, Young Children, Science Achievement
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Wang, Yi; Zhang, Liwei; Zhai, Fuhua – Infant and Child Development, 2023
Spanking and parental verbal aggression are potentially toxic stressors that can negatively affect children's academic achievement by disrupting mental skills like executive function. Yet little empirical evidence has been provided for this mediating pathway. This study used data from the Early Childhood Longitudinal Study Kindergarten Cohort of…
Descriptors: Punishment, Negative Reinforcement, Verbal Communication, Aggression
Rossman, Teri L. – ProQuest LLC, 2022
This study utilized a quantitative research approach with a survey design to determine whether a sample of K-8 principals in the state of Illinois, that rated teachers in a set of classroom instructional videos, exhibited inter-rater reliability since they all received the Illinois state-approved training and certification for teacher evaluators.…
Descriptors: Interrater Reliability, Kindergarten, Principals, Administrator Surveys
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Gottfried, Michael A.; Sublett, Cameron – Teachers College Record, 2019
Background/Context: The age at which children can enter kindergarten continues to be discussed in both educational research and practice, and the debate for whether to increase kindergarten entry age remains active on both sides. A critical oversight has been the lack of attention paid towards entry age for those students who begin school with a…
Descriptors: School Entrance Age, Kindergarten, Disabilities, Children
Angela G. M. Klinger – ProQuest LLC, 2022
The problem of disproportionality in special education is complex and requires an investigation of multiple factors related to racial, ethnic, linguistic, and socioeconomic backgrounds, school context, and family characteristics. Researchers have debated whether language minority (LM) students are under or overrepresented in special education, but…
Descriptors: Special Education, Disproportionate Representation, Disability Identification, Children
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Chen, Jianshen; Keller, Bryan – Journal of Research on Educational Effectiveness, 2019
Despite the overwhelming focus on the overall average treatment effect in the methodological and statistical literature, in many cases the efficacy of an educational program or intervention might vary based on unit background characteristics. The identification of subgroups for which an educational intervention is particularly effective or, on the…
Descriptors: Heterogeneous Grouping, Observation, Longitudinal Studies, Children
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Todhunter-Reid, Abigail – Arts Education Policy Review, 2019
The aim of this study was to estimate the within-child associations of in-school arts education and achievement in reading and mathematics, using four waves of data (kindergarten, 1st-grade, 3rd-grade, and 5th-grade) from the Early Childhood Longitudinal Study. Fixed effects techniques were applied to adjust for the confounding effects of all…
Descriptors: Art, Art Education, Academic Achievement, Kindergarten
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Mulligan, Gail M.; McCarroll, Jill Carlivati; Flanagan, Kristin Denton; McPhee, Cameron – National Center for Education Statistics, 2019
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is the third in a series of longitudinal studies of young children conducted by the National Center for Education Statistics (NCES), within the U.S. Department of Education's Institute of Education Sciences. The ECLS-K:2011 collected information about the early…
Descriptors: Children, Longitudinal Studies, Surveys, Outcomes of Education
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Shanley, Lina – Educational Researcher, 2016
Accurately measuring and modeling academic achievement growth is critical to support educational policy and practice. Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and…
Descriptors: Mathematics Achievement, Achievement Gains, Longitudinal Studies, Academic Achievement
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Dicke, Theresa; Marsh, Herbert W.; Parker, Philip D.; Pekrun, Reinhard; Guo, Jiesi; Televantou, Ioulia – Journal of Educational Psychology, 2018
School-average achievement is often reported to have positive effects on individual achievement (peer spillover effect). However, it is well established that school-average achievement has negative effects on academic self-concept (big-fish-little-pond effect [BFLPE]) and that academic self-concept and achievement are positively correlated and…
Descriptors: Academic Achievement, Self Concept, Peer Influence, Children
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Buttaro, Anthony, Jr.; Catsambis, Sophia – Teachers College Record, 2019
Background: Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students' diverse needs. Critics answer that this practice…
Descriptors: Ability Grouping, Equal Education, Reading Instruction, Primary Education
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Murray, Christopher; Kosty, Derek; Hauser-McLean, Kristin – Journal of Psychoeducational Assessment, 2016
A growing number of researchers are examining how teacher-student relationships contribute to child and adolescent development. Much of this work is based on two distinct theoretical perspectives: social support and attachment. The current study investigates the importance of teacher-student relationships from each of these perspectives among…
Descriptors: Minority Group Children, African American Children, Low Income Students, Social Support Groups
Ansari, Arya – Grantee Submission, 2018
Using data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998 (n = 15,070), this study used propensity scores to examine the short- and long-term academic and psychosocial benefits of preschool education for a diverse sample of middle-class children. Compared with children who attended informal care at age 4, preschool…
Descriptors: Preschool Education, Educational Benefits, Middle Class, Preschool Children
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