Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for the Eight Grade

Najarian, Michelle; Pollack, Judith M.; Sorongon, Alberto

doi:10.1037/e595192009-001

Cited by 31 publications

(65 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A 28-item math assessment was also developed, covering number sense, properties, measurement, and patterns. Both subscales have demonstrated strong reliability (α = .92; Najaran, Snow, Lennon, & Kinsey, 2010) and have been shown to be strong predictors of future academic success (Duncan et al, 2007). We used the IRT-based scores, which created a single underlying proficiency range across assessments that allowed for direct comparisons over time.…”

Section: Methodsmentioning

confidence: 99%

Immigration and the interplay of parenting, preschool enrollment, and young children’s academic skills.

Ansari

Crosnoe

2015

Journal of Family Psychology

View full text Add to dashboard Cite

This study tested a conceptual model of the reciprocal relations among parents’ support for early learning and children's academic skills and preschool enrollment. Structural equation modeling of data from 6,250 children (ages 2-5) and parents in the nationally representative Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) revealed that parental support for early learning was associated with gains in children's academic skills, which, in turn, were associated with their likelihood of preschool attendance. Preschool experience then was associated with further gains in children's early academic competencies, which were then associated with increased parental support. These patterns varied by parents' nativity status. Specifically, foreign-born parents' support for early learning was directly linked with preschool enrollment and the association between the academic skills of children and parental support was also stronger for foreign-born parents. These immigration-related patterns were primarily driven by immigrant families who originated from Latin America, rather than Asia and did not vary by immigrants’ socioeconomic circumstances. Together, these results underscore the value of considering the synergistic relations between the home and school systems as well as “child effects” and population diversity in developmental research.

show abstract

Section: Methodsmentioning

confidence: 99%

Immigration and the interplay of parenting, preschool enrollment, and young children’s academic skills.

Ansari

Crosnoe

2015

Journal of Family Psychology

View full text Add to dashboard Cite

show abstract

“…The scale consists of reading two stories to a child, recording the child’s response, and rating the response by trained field coders with a range from 0 (“no response”) to 5 (“articulate, detailed sentences, vivid vocabulary, and complex constructions”) (Snow et al, 2009). The average reliabilities (percent of agreement) across all field coders for both stories were 72% for the 2006 kindergarten survey and 95% for the 2007 kindergarten survey (Najarian, Snow, Lennon, & Kinsey, 2010). The present study used the average score of both stories, provided in the ECLS-B data set.…”

Section: Methodsmentioning

confidence: 99%

Head start participation and school readiness: Evidence from the early childhood longitudinal study–birth cohort.

Lee¹,

Zhai²,

Brooks‐Gunn³

et al. 2014

Developmental Psychology

View full text Add to dashboard Cite

Using data from the Early Childhood Longitudinal Study-Birth Cohort (n ≈ 6,950), a nationally representative sample of children born in 2001, we examined school readiness (academic skills and socio-emotional wellbeing) at kindergarten entry for children who attended Head Start compared to those who experienced other types of child care (prekindergarten, other center-based care, other non-parental care, or parental care). Using propensity score matching methods and OLS regressions with rich controls, we found that Head Start participants had higher early reading and math scores than children in other non-parental care or parental care, but also higher levels of conduct problems than those in parental care. Head Start participants had lower early reading scores compared to children in prekindergarten, and had no differences in any outcomes compared to children in other center-based care. Head Start benefits were more pronounced for children who had low initial cognitive ability or low-educated parents, or attended Head Start for more than 20 hours per week.

show abstract

“…(Najarian et al, 2010) Women and children were recruited from birth certificate data and contacted for study visits at 9 months, 2 years, 4 years, and during kindergarten. At each visit, children participated in neurodevelopmental assessment activities and mothers participated in interviews.…”

Section: Methodsmentioning

confidence: 99%

“…The concepts covered in the assessment included number sense, properties, operations, measurement, geometry, spatial sense, data analysis, statistics, probability, patterns, algebra, and functions. (Najarian et al, 2010) An adaptive two-stage design was used to adjust the test-difficulty based on the number of correct responses during the initial stage of the assessment. As the goal of our study was to assess the association between math scores and exposure to ambient air toxics, the raw scale score was used in all analyses, as suggested by NCES analytic guidelines.…”

Section: Methodsmentioning

confidence: 99%

“…children. (Najarian et al, 2010) This two-stage approach incorporates machine learning into environmental health research by first using CaRT methods to identify pollutant profiles associated with test scores. Then, epidemiologic methods for effect estimation and assessment of interaction were used to quantify the magnitude of the combined effect of these pollutant profiles on the children's math scores.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Using machine learning to identify air pollution exposure profiles associated with early cognitive skills among U.S. children

Stingone

Pandey

Cláudio

et al. 2017

Environmental Pollution

View full text Add to dashboard Cite

Data-driven machine learning methods present an opportunity to simultaneously assess the impact of multiple air pollutants on health outcomes. The goal of this study was to apply a two-stage, data-driven approach to identify associations between air pollutant exposure profiles and children's cognitive skills. Data from 6,900 children enrolled in the Early Childhood Longitudinal Study, Birth Cohort, a national study of children born in 2001 and followed through kindergarten, were linked to estimated concentrations of 104 ambient air toxics in the 2002 National Air Toxics Assessment using ZIP code of residence at age 9 months. In the first-stage, 100 regression trees were learned to identify ambient air pollutant exposure profiles most closely associated with scores on a standardized mathematics test administered to children in kindergarten. In the second-stage, the exposure profiles frequently predicting lower math scores were included within linear regression models and adjusted for confounders in order to estimate the magnitude of their effect on math scores. This approach was applied to the full population, and then to the populations living in urban and highly-populated urban areas. Our first-stage results in the full population suggested children with low trichloroethylene exposure had significantly lower math scores. This association was not observed for children living in urban communities, suggesting that confounding related to urbanicity needs to be considered within the first-stage. When restricting our analysis to populations living in urban and highly-populated urban areas, high isophorone levels were found to predict lower math scores. Within adjusted regression models of children in highly-populated urban areas, the estimated effect of higher isophorone exposure on math scores was -1.19 points (95% CI -1.94, -0.44). Similar results were observed for the overall population of urban children. This data-driven, two-stage approach can be applied to other populations, exposures and outcomes to generate hypotheses within high-dimensional exposure data.

show abstract

Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for the Eight Grade

Cited by 31 publications

References 0 publications

Immigration and the interplay of parenting, preschool enrollment, and young children’s academic skills.

Immigration and the interplay of parenting, preschool enrollment, and young children’s academic skills.

Head start participation and school readiness: Evidence from the early childhood longitudinal study–birth cohort.

Using machine learning to identify air pollution exposure profiles associated with early cognitive skills among U.S. children

Contact Info

Product

Resources

About