Preschool writing and premathematics predict Grade 3 achievement for low-income, ethnically diverse children

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated w...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2017-09, Vol.110 (5), p.528-537
Main Authors: Manfra, Louis, Squires, Christina, Dinehart, Laura H. B., Bleiker, Charles, Hartman, Suzanne C., Winsler, Adam
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Tests
Computation
Correlation
Diagnostic Tests
Education policy
Educational Policy
elementary school
Elementary School Students
Ethnic Diversity
Grade 3
Grade Point Average
Hierarchical Linear Modeling
High Stakes Tests
Learning
Low income groups
Low Income Students
Mathematics Achievement
Mathematics Skills
Predictor Variables
preschool
Preschool Children
Preschool Education
Reading Achievement
School Readiness
Scores
Standardized Tests
State Standards
Student Diversity
Writing
Writing (Composition)
Writing Skills
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2016.1145095