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 inInfant and child development Vol. 31; no. 2
Main Authors Davis‐Kean, Pamela E., Domina, Thurston, Kuhfeld, Megan, Ellis, Alexa, Gershoff, Elizabeth T.
Format Journal Article
LanguageEnglish
Published England Wiley 01.03.2022
Wiley Subscription Services, Inc
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ISSN1522-7227
1522-7219
DOI10.1002/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.
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.
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Snippet Using data from the Applied Problems subtest of the Woodcock‐Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, Woodcock‐Johnson psycho‐educational...
Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, "Woodcock-Johnson psycho-educational...
Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, ) administered to 1,364 children from...
Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, Woodcock-Johnson psycho-educational...
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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
URI https://onlinelibrary.wiley.com/doi/abs/10.1002%2Ficd.2281
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1336756
https://www.ncbi.nlm.nih.gov/pubmed/38406821
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https://www.proquest.com/docview/2932021256
Volume 31
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