This chapter reviews selected research on the education of low-socioeconomic status (SES) children from birth through the first years of elementary school. Themes include the importance of early academic skills and interest to later achievement; the benefits of integrating knowledge from research on mental health and other areas; the need to utilize and build children's strengths as well as address their weaknesses; and a call to connect research to practice and policy. Relevant research on race and culture is reviewed because ethnic minority low-SES children are at great risk of poverty. Gender is discussed because low-SES boys have poorer general achievement than girls, while very few low-SES girls pursue careers in math- and science-related fields.

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Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were related to strong math skills. Even when controlling for initial interest and a brief intelligence measure, math skills predicted math interest approximately 5 months later; in the same way, early interest predicted later skill, even controlling for initial interest. These findings suggest that a reciprocal relationship between math interest and math ability may be in place as early as preschool.

Teachers implemented a 6-week classroom intervention designed to promote emergent math skills and math interest in preschool-aged children. Teachers in experimental classrooms incorporated mathrelevant activities into their daily routine during circle time, transitions, mealtime, and small-group activities. Control classrooms engaged in their typical activities. After the program, experimental children scored significantly higher than control children on a standardized test of math ability and enjoyed math activities more than the control children, as measured by both teacher and self-report. Teachers rated the program as highly satisfactory and reported that they increased their own enjoyment and skill in implementing math activities in their classrooms. The intervention effects were largely accounted for by substantial gains by boys, whereas girls showed much smaller program response.Math skills are critical to many science and technology careers (Clark, 1988), and math deficiencies limit students' career options (Eccles, 1997). General worry has been expressed about poor performance among U. S. children (e.g., Geary, 1996), with particular concern about math development in girls and low-SES (socioeconomic status) children (e.g., Eccles, 1997; National Science Foundation, 1996). Women compose only 8% of engineers and 20% of physical scientists (National Science Foundation, 1996), and low-SES groups are even more vulnerable to poor math attainment (Rech & Stevens, 1996). Because math-oriented jobs tend to be well paid, these patterns contribute to the gender gap in salaries and to chronic cycles of poverty. In addition to the economic consequences of poor math achievement, poor school performance puts children at risk for mental health problems (Caspi,