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Predicting Third-Grade Academic Achievement in Low-Socioeconomic Children: Developmental and Socio-Behavioural Influences in Kindergarten
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Gullo, Dominic F.; Ammar, Alia A. – Early Child Development and Care, 2022
Structural equation modelling was used to investigate the predictive associations between kindergarten developmental, socio-behavioural, and biotic influences on third grade achievement among a nationally representative sample of low-SES children. The findings validate the understanding that developmental and learning trajectories start early in…
Descriptors: Grade Prediction, Grade 3, Academic Achievement, Low Income Students
Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes
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Bratsch-Hines, Mary E.; Carr, Robert; Zgourou, Eleni; Vernon-Feagans, Lynne; Willoughby, Michael – Child Development, 2020
This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. "Quality" was measured separately as caregiver-child verbal interactions and caregiver sensitivity, and…
Descriptors: Infants, Toddlers, Child Care, Educational Quality
Academic Socialization and the Transition to Kindergarten: Parental Beliefs about School Readiness and Involvement
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Puccioni, Jaime; Baker, Erin Ruth; Froiland, John Mark – Infant and Child Development, 2019
The current study examines associations among parents' school readiness beliefs, home-based involvement, and measures of school readiness using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (N = 13,999). A structural equation model was estimated, and results show that parents' school readiness beliefs and…
Descriptors: Socialization, Parent Attitudes, School Readiness, Correlation
School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners
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Niehaus, Kate; Adelson, Jill L. – American Educational Research Journal, 2014
This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed…
Descriptors: Parent Participation, English Language Learners, Social Development, Emotional Development
Classroom Race/ethnic Composition, Family-School Connections, and the Transition to School
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Benner, Aprile D.; Yan, Ni – Applied Developmental Science, 2015
Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections, parental involvement and communication quality, accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to…
Descriptors: Family School Relationship, Parent Participation, School Readiness, Communication Skills
School Climate in Urban Elementary Schools: Its Role in Predicting Low-Income Children's Transition from Early Educational RCT to Kindergarten
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Lowenstein, Amy E.; Raver, C. Cybele; Jones, Stephanie M.; Zhai, Fuhua; Pess, Rachel A. – Society for Research on Educational Effectiveness, 2011
Past research on school-level factors that predict children's development has focused largely on associations between a limited number of characteristics, such as school size and school resources, and children's academic achievement. Few studies take a more comprehensive look at the measurement of school climate or examine its relationship to…
Descriptors: Structural Equation Models, Academic Achievement, Kindergarten, Individualized Education Programs