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…

In this study, we investigated longitudinal reciprocal relations among reading, executive function, and social-emotional skills in students from Grades 2 to 5, using the data set from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. We addressed several important gaps in the literature on longitudinal reciprocal relations…

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…

This study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary-aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of…

This study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary-aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of…

This paper used a nationally representative sample of children from the United States to examine the extent to which physical activity and sports participation may promote growth in children's executive functions (EFs), attention, and social self-control over time. Using data from the ECLS-K:2011 (N = 18,174), findings indicated that regular…

Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students' school performance in the United States. Students who were more frequently absent in any year of…

Recent research has indicated that science-based achievement gaps open early in children's educational careers and are explained largely by malleable factors. Two potentially important variables to consider include children's executive function (EF) and learning-related behaviors exhibited in the classroom. These variables have been identified as…

This study examines how gains in mathematics achievement are related to executive processing functions and student sociodemographic characteristics across schools' national representative longitudinal sample of children in kindergarten (K) followed through grade four in the Early Childhood Longitudinal Study of 2010. Mathematics trajectories were…

Approximately one in 10 children in the United States is diagnosed with attention-deficit/hyperactivity disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we…