We examine the effect of the transition to a separate middle school after grade six on student cognitive, non-cognitive, and perceptual developments in China. We use an approach that combines inverse propensity score weighting and discrete factor approximation to address the endogeneity of the transition. We find that transitioning students report…

Within America's school systems, sometime between kindergarten and secondary education, a wide variation appears among the achievement levels of different children. The learning gap between high-achieving high schoolers and dropouts is certainly no secret to educators. Huge sums of federal funds and foundation support have been injected into K-12…

Used a multivariate approach and longitudinal design to examine the relationship of early perceptual and cognitive development in first grade, to school achievement in fourth grade. Results indicated variables used to predict achievement differed between the sexes, and sex as a predictor variable depended upon area of achievement studying.…

Subjects were Zambian elementary school children, ages 7-17, providing evidence of weight conservation behavior and those who did not; principal dependent variable was performance on locally-developed psychometric measures of reasoning ability. Very little connection was found between the conservation-status of the subjects and their performance…

This document on early characteristics of high and low achieving black children of low socioeconomic status is part of the ETS Head Start longitudinal study, Disadvantaged Children and Their First School Experiences. In the study reported here, intensive case studies were prepared for those study children who, on a 3rd-grade achievement test,…

This handbook establishes the Montgomery County Public Schools procedure for implementing the Maryland state law on early identification, Section 98C, added to Article 77 of the Annotated Code of Maryland by House Bill 234. This law mandates that each student entering the first year in any primary grade in any public school must be evaluated for…

Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In "Language Development and Learning to Read", Diane…