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Tag: longitudinal

  • Self-regulation and the income-achievement gap

    1/1/08 - Evans, Gary W., Rosenbaum, Jennifer

    Abstract: The pervasive income-related achievement gap among children has been partially explained by parental investments. Wealthier parents provide more cognitively enriched environments (e.g., books, informal learning opportunities such as music lessons) and converse more with their children relative to low-income parents. However parental investment only partially accounts for the income-achievement gap. On average, low-income children have more difficulty regulating their emotions and...

  • Smooth and rough roads to academic achievement: Retention and race/class disparities in high school

    1/1/06 - Moller, Stephanie, Stearns, Elizabeth, Blau, Judith R., Land, Kenneth C.

    Educational and psychological researchers have long debated the relationship between retention and achievement. However, quantitative research on achievement trajectories has neglected this important variable. Given that retention policies are being institutionalized in schools, it is important to understand the relationship between retention and achievement trajectories. We examine the National Education Longitudinal Study, 1988-1992 to determine if reading and mathematical achievement...

  • Testing conditions influence the race gap in cognition and achievement estimated by household survey data

    1/1/03 - Kim, Hyoshin, Baydar, Nazli, Greek, April

    The present study investigates the hypothesis that the race gap estimated using achievement test scores administered during household surveys may partly be accounted for by measurable testing conditions such as interviewer characteristics, interviewer-child interactions, and the testing environment in the home. Using the child assessments of the National Longitudinal Survey of Youth (NLSY) in 1992, the findings clearly indicate that the factors related to testing conditions in the home have...

  • The academic trajectories of children of immigrants and their school environments

    1/1/08 - Han, Wen-Jui

    Data from approximately 14,000 children in the Early Childhood Longitudinal Survey--Kindergarten Cohort were analyzed to examine the associations between children's immigrant status and their academic trajectories from kindergarten to 3rd grade, with particular attention to the effects of school environments. Growth curve modeling results indicated that most children of Latin American origin improved their reading and math scores faster than non-Hispanic White children, thus narrowing their...

  • The Achievement Gap in Social Studies and Science Starts Early

    1/1/06 - Chapin, June R.

    The article focuses on the findings of a longitudinal study which investigated social studies and science education achievement gaps in early childhood. Using the Early Childhood Longitudinal Study, fifty-one science and social studies test items were combined into a General Knowledge Test. The test was administered individually to each respondent with no reading required. The analysis of the scores of the General Knowledge Test are discussed. The first years in education are critical for...

  • The Achievement Gap in Social Studies and Science Starts Early: Evidence from the Early Childhood Longitudinal Study

    1/1/06 - Chapin, June R.

    Data were extracted from the Early Childhood Longitudinal Study (ECLS), a national sample of more than 20,000 kindergartners and first-graders. Fifty-one social studies and science test items were combined into a General Knowledge Test. This test was individually administered to each child with no reading required. General Knowledge Test scores were analyzed at two points in time: fall of kindergarten and spring of first grade. Wide racial-ethnic and very small gender differences were...

  • The black-white gap in mathematics course taking

    1/1/09 - Kelly, Sean

    Using data from the National Education Longitudinal Study, this study investigated differences in the mathematics course taking of white and black students. Because of lower levels of achievement, prior course taking, and lower socioeconomic status, black students are much more likely than are white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel models for categorical outcomes, the study found that the black white gap in mathematics course taking...

  • The Black-White Gap in Mathematics Course Taking

    1/1/09 - Kelly, Sean

    Using data from the National Education Longitudinal Study, this study investigated differences in the mathematics course taking of white and black students. Because of lower levels of achievement, prior course taking, and lower socioeconomic status, black students are much more likely than are white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel models for categorical outcomes, the study found that the black-white gap in mathematics course taking...

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    The children born in 2001 at kindergarten entry: First findings from the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B): First Look

    1/30/09 - Kristin Denton Flanagan, Cameron McPhee, Gail Mulligan

    "Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten. Information has been collected from and about these children when they were 9 months old, 2 years old, 4 years old, and at kindergarten entry. This...

  • The effects of Black and Hispanic 12th graders living in intact families and being religious on their academic achievement

    1/1/03 - Jeynes, William H.

    Using the National Education Longitudinal Survey (NELS) data set from the 1988 to 1992 period, this study assessed the effects of the combination of living in an intact family and student religious commitment on the academic achievement of Black and Hispanic l2th graders. The results indicate that Black and Hispanic children who lived in an intact family and showed a high level of religiosity scored as well as White students on most measures of academic achievement, even when controlling for...

  • The Effects of School Racial and Ethnic Composition on Academic Achievement During Adolescence

    1/1/07 - Lee, Hedwig

    This research examines the effects of school racial and ethnic composition on students' academic achievement in the U.S. using the National Longitudinal Study of Adolescent Health and hierarchical linear models. This analysis includes Hispanics, which stands apart from other research in this area that has traditionally focused on only Black and White student racial composition. In addition, peer group influences are measured by utilizing the comprehensive peer network data available for all...

  • The gender gap in math: Its possible origins in neighborhood effects

    1/1/94 - Entwisle, Doris R., Alexander, Karl L., Olson, Linda Steffel

    Examined whether different experiences of boys and girls in elementary school might lay the groundwork for a gender gap that emerges later in mathematics. A contextual analysis was conducted of data gathered for a 399 children in their 1st 2 yrs of school and from interviews with parents. Ss' math scores were examined again in their 8th yr of school. Boys' gains in math reasoning achievement were more sensitive to resources outside the home than were girls' gains. In line with the greater...

  • The Growing Female Advantage in College Completion: The Role of Family Background and Academic Achievement

    1/1/06 - Buchmann, Claudia, DiPrete, Thomas A.

    In a few short decades, the gender gap in college completion has reversed from favoring men to favoring women. This study, which is the first to assess broadly the causes of the growing female advantage in college completion, considers the impact of family resources as well as gender differences in academic performance and in the pathways to college completion on the rising gender gap. Analyses of General Social Survey data indicate that the female-favorable trend in college completion...

  • The middle school experience: Effects on the math and science achievement of adolescents with LD

    1/1/98 - Anderman, Eric M.

    Examined the relation between middle school transitions and achievement gaps in math and science between 296 adolescents with and 1,608 adolescents without learning disabilities (LD). An abundance of research (e.g., E. M. Anderman and M. L. Maehr, 1994) indicates that motivation and achievement decline during the early adolescent years, and that this decline is often attributable to the transition from elementary to middle grade schools during early adolescence. Using data from the National...

  • The persistence of preschool effects: Do subsequent classroom experiences matter?

    1/1/07 - Magnuson, Katherine A., Ruhm, Christopher, Waldfogel, Jane

    Using rich longitudinal data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we find that children who attended preschool enter public schools with higher levels of academic skills than their peers who experienced other types of child care (effect size of .14). This study considers the circumstances under which the preschool advantage persists, that is, the types of classrooms in which students who did not attend preschool "catch up" to their counterparts who did...

  • The Significance of Relationships: Academic Engagement and Achievement Among Newcomer Immigrant Youth

    1/1/09 - SuÁEz-Orozco, Carola, Pimentel, Allyson, Martin, Margary

    Background/Context: Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance. Purpose: The aim of this study was to examine the role of school-based...

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