Factors Predictive of Mathematics Achievement in Kindergarten, First and Third Grades: An Opportunity-Propensity Analysis

Autor/inn/en	Byrnes, James P.; Wasik, Barbara A.
Titel	Factors Predictive of Mathematics Achievement in Kindergarten, First and Third Grades: An Opportunity-Propensity Analysis
Quelle	In: Contemporary Educational Psychology, 34 (2009) 2, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2009.01.002
Schlagwörter	Socioeconomic Status; Structural Equation Models; Mathematics Achievement; Academic Achievement; Kindergarten; Mathematics Skills; Grade 3; Grade 1; Longitudinal Studies; Gender Differences; Ethnicity; Intervention; Prediction + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Mathematics ability; School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Ethnizität; Vorhersage
Abstract	A secondary analysis of the Early Childhood Longitudinal Study-Kindergarten Sample (N = 17,401) was conducted to determine the factors that are most strongly associated with math achievement during kindergarten, first grade, and third grade. Factors from the following three categories were considered: antecedent factors (e.g., family socio-economic status), opportunity factors (e.g., frequency of being exposed to mathematical content), and propensity factors (e.g., pre-existing mathematics skills). Structural equation modeling showed that math achievement was strongly predicted by a combination of specific propensity, opportunity, and antecedent factors. However, propensity factors were the most important determinants of achievement. The amount of variance accounted for by gender and ethnicity was substantially reduced when other factors in the antecedent, opportunity, and propensity categories were controlled. The implications of the findings for intervention are discussed. (Contains 5 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10