Research Findings: The present study explored connections between participation in structured open-skilled (e.g., soccer, basketball) and closed-skilled sports (e.g., swimming) and executive function (EF) among preschool-aged children. The sample included 197 preschool-aged children (mean age = 4.34 years, female = 48.2%, White = 83.8%). Parents…

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…

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…

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…

We examined children's sleep at age 9 as a predictor of developmental trajectories of cognitive performance from ages 9 to 11 years. The effects of sleep on cognition are not uniform and thus we tested race/ethnicity, socioeconomic status (SES), and sex as moderators of these associations. At the first assessment, 282 children aged 9.44 years (52%…

The benefits of student-teacher ethnoracial matching on student outcomes--ranging from academic achievement to postsecondary attainment--are well documented. Yet, we know far less about the role of student-teacher ethnoracial matching in the earliest grades school and on less about effects on non-academic outcomes. The purpose of this study is to…

This study compared the relative impact of gender-, race-, and income-based stereotype threat and examined if individuals with multiple stigmatized aspects of identity experience a larger stereotype threat effect on math performance and working memory function than people with one stigmatized aspect of identity. Seventy-one college students of the…

This manual provides guidance and documentation for users of the longitudinal kindergarten-fourth grade (K-4) public-use data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), which includes the first release of the public version of the third-grade data. This manual mainly provides information specific…

Understanding disparities in school readiness among America's children when they begin kindergarten is critically important, now more than ever. In today's 21st century global economy, it is expected that the great majority of children will complete high school ready to enter college or begin a career, and assume their civic responsibilities. This…

Inequalities in education outcomes such as test scores or degree attainment have been at the center of education policy debates for decades. Indeed, the first seminal national report on the state of U.S. education--the 1966 Coleman Report--examined some of these inequalities 50 years ago. Since then, researchers have examined performance gaps by…

The present study examines the associations between family environment, parenting practices and executive functions in normally developing children. One hundred parents of children between the ages of 5 and 12 completed the Behavior Rating Inventory of Executive Functions from the Family Environment Scale and the Parent-Child Relationship…

A substantial body of evidence has shown large academic test score gaps between black and white students in early childhood. These gaps remain, and probably grow, as students progress through school. Many researchers have sought to explain these persistent test score gaps, and particularly, to understand the role of students' socio-economic status…

Black-white test score gaps form in early childhood and widen over elementary school. Sociologists have debated the roles that socioeconomic status (SES) and school quality play in explaining these patterns. In this study, I replicate and extend past research using new nationally representative data from the Early Childhood Longitudinal…

In 15-16 year olds from Oslo, Norway, we investigated the occurrence of self-reported dyslexia and reading/writing difficulties (RWD), and we measured dyslexic symptoms using the "Duvan" dyslexia screening test. The prevalence of self-reported dyslexia was 8.2%, while 10.4% reported severe or moderate RWD. The group of self-reported…