National Center for Early Development and Learning Multistate Study of Pre-Kindergarten, 2001-2003

Clifford, Dick; Bryant, Donna; Burchinal, Margaret; Barbarin, Oscar A.; Early, Diane M.; Howes, Carollee; Pianta, Robert C.; Winton, Pam

doi:10.3886/icpsr04283.v3

Cited by 2 publications

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“…Note: The figure graphs univariate densities of the CLASS score of kindergarten, 1 st grade, and 2 nd grade teachers in Ecuador, and in a nationally representative sample of kindergarten classrooms in the United States (Clifford et al 2003). The CLASS is scored on a 1-7 scale; scores of 1-2 indicate poor quality, scores of 3-5 indicate intermediate levels of quality, and scores of 6-7 indicate high quality.…”

Section: Figure 1: Distribution Of Class Scores Ecuador and Us Datamentioning

confidence: 99%

“…A few teachers in our sample have CLASS scores in the ''low'' range (scores of 1 or 2), but the vast majority, more than 80 percent, have scores between 3 and 4. In the figure we also graph the distribution of CLASS scores in a nationally representative sample of 773 kindergarten classrooms in the United States (Clifford et al 2003 To more formally investigate the patterns in Figure 2, we run regressions of the following form:…”

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Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Schady¹,

Carneiro²,

Cruz-Aguayo³

2017

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work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license. 2 AbstractWe study the determinants of math achievement among children in early elementary school using data from a unique experiment. We find steep socioeconomic gradients and a substantial boy-girl gap in math test scores. However, among children of mothers with university education, there is no difference in the math achievement of girls and boys, which suggests that maternal education specifically, and home environments generally, are important. There is no evidence that teacher quality affects the boy-girl differences in early test scores, regardless of whether we measure quality on the basis of classroom effects, teacher effects, or the observed interactions between teachers and children. JEL classification: I21

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Section: Figure 1: Distribution Of Class Scores Ecuador and Us Datamentioning

confidence: 99%

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confidence: 99%

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Schady¹,

Carneiro²,

Cruz-Aguayo³

2017

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The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological Perspective

Weisberger,

Ziv

2023

Children

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This study examines how a set of the child’s proximal relationships (mother–child, father–child, and teacher–child) and parent–teacher relationships relate to the child’s prosocial and learning behaviors in kindergarten. The sample included 95 mother–father–child triads (child mean age 5.9 years) and 42 kindergarten teachers. All adults reported on their relationship with the child and on their perceptions of parent–teacher relationships. Teachers reported on the child’s behaviors. Main findings: (1) All proximal relationships and the teachers’ relationships with mothers and fathers were related to children’s outcomes; and (2) different patterns of associations were found between father–child and mother–child relationships, and teacher–child relationship, parent–teacher relationships, and children’s outcomes. These findings hint to the different roles of fathers and mothers in their children’s development and to distinguished patterns of relationships of mothers and fathers with kindergarten teachers.

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National Center for Early Development and Learning Multistate Study of Pre-Kindergarten, 2001-2003

Cited by 2 publications

References 0 publications

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological Perspective

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