Does the Opportunity–Propensity Framework predict the early mathematics skills of low-income pre-kindergarten children?

Wang, Aubrey H.; Shen, Feng; Byrnes, James P.

doi:10.1016/j.cedpsych.2013.04.004

Cited by 41 publications

(44 citation statements)

References 61 publications

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“…Although research shows the importance of parents' academic socialization practices for their young children's academic development (e.g., Burchinal et al, ; Crosnoe et al, ; Sonnenschein, Metzger, & Thompson, ; Wang, Shen, & Byrnes, ), we do not yet know the extent to which these environments exert a similar influence across racially/ethnically diverse students or across academic domains (Puccioni, ; Taylor et al, ). Academic socialization includes parents' beliefs, aspirations, expectations, knowledge of children's development as well as educationally relevant practices.…”

Section: Introductionmentioning

confidence: 92%

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Sonnenschein

Sun

2016

Infant and Child Development

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Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home‐based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study‐Birth Cohort to examine the differences in Asian, Black, Latino, and White children's early reading and math skills at kindergarten entry and whether parents' knowledge of children's development and home‐based activities mediate the relation. Parents' knowledge of children's development was assessed when children were 9 months. Home‐based activities, including home literacy and enrichment, were assessed when children were preschool age. Asian and White children started kindergarten with significantly higher reading and math scores than Black or Latino children. There also were significant differences across groups in the frequency of engagement in home literacy and enrichment activities. Associations between race/ethnicity and reading/math scores were mediated by parents' knowledge of children's development and home literacy activities. Discussion addresses the importance of parents' knowledge of educationally relevant activities and how to engage in such activities to foster children's reading and math skills and to close racial/ethnic gaps. Highlights This paper examined racial/ethnic difference in children's reading and math skills in kindergarten and explores whether parents' knowledge of children's development and home‐based activities mediate the relation between race/ethnicity and children's reading and math skills. By using data from the Early Childhood Longitudinal Study Birth Cohort, this study found that there were systematic racial/ethnic differences in parents' knowledge of children's development, home‐based activities, and children's reading and math skills at the start of kindergarten. Parents' knowledge of children's development and home‐based activities were found to mediate the association between race/ethnicity and children's reading and math skills for all groups.

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Section: Introductionmentioning

confidence: 92%

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Sonnenschein

Sun

2016

Infant and Child Development

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“…Cognitive functioning strongly predicts children’s later academic achievement and behavior (Duncan et al, 2007; Wang, Shen, & Byrnes, 2013), and is likely related to children’s oral vocabularies (e.g., Menting et al, 2010). Behavioral self-regulation (e.g., attentiveness, task persistence), externalizing behavior problems (e.g., aggressiveness), and internalizing behavior problems (e.g., anxiety, withdrawal) are also associated with children’s oral vocabularies (Menting et al, 2010), and should autoregressively predict later behavioral functioning (Morgan, Farkas, & Wu, 2009).…”

Section: Potential Confounds Of the Theorized Relation Between Oral Vmentioning

confidence: 99%

24‐Month‐Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry

et al. 2015

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Data were analyzed from a population-based, longitudinal sample of 8,650 U.S. children to (a) identify factors associated with or predictive of oral vocabulary size at 24 months of age and (b) evaluate whether oral vocabulary size is uniquely predictive of academic and behavioral functioning at kindergarten entry. Children from higher socioeconomic status households, females, and those experiencing higher-quality parenting had larger oral vocabularies. Children born with very low birth weight or from households where the mother had health problems had smaller oral vocabularies. Even after extensive covariate adjustment, 24-month-old children with larger oral vocabularies displayed greater reading and mathematics achievement, increased behavioral self-regulation, and fewer externalizing and internalizing problem behaviors at kindergarten entry.

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“…Prior studies have reported the importance of SES on children's achievement, but they pertain mostly to reading (Benson & Borman, 2010;Borman & Dowling, 2010;McCoach et al, 2006) or sometimes mathematics (A. Wang et al, 2013) but very rarely science achievement (Byrnes & Miller, 2007) and even less so the science achievement of elementary and middle school students (Sackes et al, 2011). Yet socioeconomic inequality has been increasing in the United States, including school socioeconomic segregation (Reardon & Bischoff, 2011).…”

Section: Study's Contributions and Implicationsmentioning

confidence: 99%

“…Children growing up in low-SES families typically experience comparatively fewer early opportunities to learn about the natural and social sciences, in part because their parents often have lower educational levels and therefore less science knowledge themselves as well as fewer resources available to direct toward the children's cognitive and academic growth (e.g., Bradley & Corwyn, 2002;Hart & Risley, 1995;Sackes et al, 2011;A. Wang, Shen, & Byrnes, 2013).…”

Section: Possible Dynamics Of Science Achievement Gapsmentioning

confidence: 99%

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Morgan

Farkas

Hillemeier³

et al. 2016

Educational Researcher

390

240

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We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children’s own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children’s science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grade. Most or all of the observed science achievement gaps were explained by the study’s many predictors. Efforts to address science achievement gaps in the United States likely require intensified early intervention efforts, particularly those delivered before the primary grades. If unaddressed, science achievement gaps emerge by kindergarten and continue until at least the end of eighth grade.

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Does the Opportunity–Propensity Framework predict the early mathematics skills of low-income pre-kindergarten children?

Cited by 41 publications

References 61 publications

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

24‐Month‐Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

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