It matters how you start: Early numeracy mastery predicts high school math course‐taking and college attendance
Using data from the Applied Problems subtest of the Woodcock‐Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, Woodcock‐Johnson psycho‐educational battery‐revised. Allen, TX: DLM Teaching Resources) administered to 1,364 children from the National Institute of Child Health and Human D...
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Published in | Infant and child development Vol. 31; no. 2 |
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Main Authors | , , , , |
Format | Journal Article |
Language | English |
Published |
England
Wiley
01.03.2022
Wiley Subscription Services, Inc |
Subjects | |
Online Access | Get full text |
ISSN | 1522-7227 1522-7219 |
DOI | 10.1002/icd.2281 |
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Abstract | Using data from the Applied Problems subtest of the Woodcock‐Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, Woodcock‐Johnson psycho‐educational battery‐revised. Allen, TX: DLM Teaching Resources) administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children's mastery of three numeric competencies (counting, concrete representational arithmetic and arithmetic operations) at 54 months of age. We find that, even after controlling for key demographic characteristics, the numeric competency that children master prior to school entry relates to important educational transitions in secondary and post‐secondary education. Those children who showed low numeric competency prior to school entry enrolled in lower math track classes in high school and were less likely to enrol in college. Important numeracy competency differences at age 54 months related to socioeconomic inequalities were also found. These findings suggest that important indicators of long‐term schooling success (i.e., advanced math courses, college enrollment) are evident prior to schooling based on the levels of numeracy mastery. |
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AbstractList | Using data from the Applied Problems subtest of the Woodcock‐Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, Woodcock‐Johnson psycho‐educational battery‐revised. Allen, TX: DLM Teaching Resources) administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children's mastery of three numeric competencies (counting, concrete representational arithmetic and abstract arithmetic operations) at 54 months of age. We find that, even after controlling for key demographic characteristics, the numeric competency that children master prior to school entry relates to important educational transitions in secondary and post‐secondary education. Those children who showed low numeric competency prior to school entry enrolled in lower math track classes in high school and were less likely to enrol in college. Important numeracy competency differences at age 54 months related to socioeconomic inequalities were also found. These findings suggest that important indicators of long‐term schooling success (i.e., advanced math courses, college enrollment) are evident prior to schooling based on the levels of numeracy mastery. Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, Woodcock-Johnson psycho-educational battery-revised. Allen, TX: DLM Teaching Resources) administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children's mastery of three numeric competencies (counting, concrete representational arithmetic and abstract arithmetic operations) at 54 months of age. We find that, even after controlling for key demographic characteristics, the numeric competency that children master prior to school entry relates to important educational transitions in secondary and post-secondary education. Those children who showed low numeric competency prior to school entry enrolled in lower math track classes in high school and were less likely to enrol in college. Important numeracy competency differences at age 54 months related to socioeconomic inequalities were also found. These findings suggest that important indicators of long-term schooling success (i.e., advanced math courses, college enrollment) are evident prior to schooling based on the levels of numeracy mastery.Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, Woodcock-Johnson psycho-educational battery-revised. Allen, TX: DLM Teaching Resources) administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children's mastery of three numeric competencies (counting, concrete representational arithmetic and abstract arithmetic operations) at 54 months of age. We find that, even after controlling for key demographic characteristics, the numeric competency that children master prior to school entry relates to important educational transitions in secondary and post-secondary education. Those children who showed low numeric competency prior to school entry enrolled in lower math track classes in high school and were less likely to enrol in college. Important numeracy competency differences at age 54 months related to socioeconomic inequalities were also found. These findings suggest that important indicators of long-term schooling success (i.e., advanced math courses, college enrollment) are evident prior to schooling based on the levels of numeracy mastery. Using data from the Applied Problems subtest of the Woodcock‐Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, Woodcock‐Johnson psycho‐educational battery‐revised. Allen, TX: DLM Teaching Resources) administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children's mastery of three numeric competencies (counting, concrete representational arithmetic and arithmetic operations) at 54 months of age. We find that, even after controlling for key demographic characteristics, the numeric competency that children master prior to school entry relates to important educational transitions in secondary and post‐secondary education. Those children who showed low numeric competency prior to school entry enrolled in lower math track classes in high school and were less likely to enrol in college. Important numeracy competency differences at age 54 months related to socioeconomic inequalities were also found. These findings suggest that important indicators of long‐term schooling success (i.e., advanced math courses, college enrollment) are evident prior to schooling based on the levels of numeracy mastery. Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, ) administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children's mastery of three numeric competencies (counting, concrete representational arithmetic and abstract arithmetic operations) at 54 months of age. We find that, even after controlling for key demographic characteristics, the numeric competency that children master prior to school entry relates to important educational transitions in secondary and post-secondary education. Those children who showed low numeric competency prior to school entry enrolled in lower math track classes in high school and were less likely to enrol in college. Important numeracy competency differences at age 54 months related to socioeconomic inequalities were also found. These findings suggest that important indicators of long-term schooling success (i.e., advanced math courses, college enrollment) are evident prior to schooling based on the levels of numeracy mastery. |
Audience | Secondary Education |
Author | Domina, Thurston Ellis, Alexa Davis‐Kean, Pamela E. Kuhfeld, Megan Gershoff, Elizabeth T. |
Author_xml | – sequence: 1 givenname: Pamela E. orcidid: 0000-0001-8389-6268 surname: Davis‐Kean fullname: Davis‐Kean, Pamela E. email: pdakean@umich.edu organization: University of Michigan – sequence: 2 givenname: Thurston surname: Domina fullname: Domina, Thurston organization: University of North Carolina – sequence: 3 givenname: Megan surname: Kuhfeld fullname: Kuhfeld, Megan organization: NWEA – sequence: 4 givenname: Alexa orcidid: 0000-0001-7481-5788 surname: Ellis fullname: Ellis, Alexa organization: Purdue University – sequence: 5 givenname: Elizabeth T. surname: Gershoff fullname: Gershoff, Elizabeth T. organization: University of Texas |
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SubjectTerms | Achievement Tests Advanced Courses Arithmetic Attendance Child care Child Health Childrens health Competence Counting Demography Early Experience Educational Resources Enrollments Higher education Human development Inequality longitudinal mathematical achievement Mathematics Achievement Numeracy Prediction Secondary education Secondary School Mathematics Secondary schools Social development Teaching Young Children |
Title | It matters how you start: Early numeracy mastery predicts high school math course‐taking and college attendance |
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