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Stewart, Christie; Root, Melissa M.; Koriakin, Taylor; Choi, Dowon; Luria, Sarah R.; Bray, Melissa A.; Sassu, Kari; Maykel, Cheryl; O'Rourke, Patricia; Courville, Troy – Journal of Psychoeducational Assessment, 2017
This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications…
Descriptors: Gender Differences, Error Patterns, Mathematics Tests, Achievement Tests
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Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Mattison, Richard; Maczuga, Steve; Li, Hui; Cook, Michael – Educational Researcher, 2015
We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely…
Descriptors: Minority Group Students, Disproportionate Representation, Special Education, Elementary School Students
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Kim, Yeonwoo; Calzada, Esther J.; Barajas-Gonzalez, R. Gabriela; Huang, Keng-Yen; Brotman, Laurie M.; Castro, Ashley; Pichardo, Catherine – Journal of Educational Psychology, 2018
Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino…
Descriptors: Child Rearing, Parenting Styles, Hispanic American Students, Academic Achievement
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Hosan, Naheed E.; Hoglund, Wendy – School Psychology Review, 2017
This study examined three competing models assessing the directional associations between the quality of children's relationships with teachers and friends (i.e., closeness and conflict) and their emotional and behavioral school engagement (i.e., the relationship-driven, engagement-driven, and transactional models). The additive contributions of…
Descriptors: Teacher Student Relationship, Friendship, Learner Engagement, Peer Relationship
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Carlson, Abby G.; Rowe, Ellen; Curby, Timothy W. – Journal of Genetic Psychology, 2013
Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout…
Descriptors: Psychomotor Skills, Academic Achievement, Visual Perception, Perceptual Motor Coordination