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Tag: longitudinal Tag » longitudinal- 1/1/95 - Baxter, C., Cummins, R. A., & Polak, S.
- 1/1/09 - Obradović, Jelena, Long, Jeffrey D., Cutuli, J. J., Chi-Keung, Chan, Hinz, Elizabeth, Heistad, David, Masten, Ann S.
Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested... - 1/1/01 - Breslau, N., Johnson, E. O., Lucia, V. C.
Examined the extent to which deficits in academic achievement in low birthweight (LBW) children at age 11 are explained by deficits in cognitive abilities at school entry. Data come from a longitudinal study of a stratified sample of LBW and normal birthweight (NBW) children from an innercity and middle class suburbs in the Detroit area. Woodcock-Johnson Psychoeducational Battery--Revised was used to measure reading and math at age 11. WISC-R and specific neuropsychologic tests were... - 1/1/92 - Singer, J.
- 1/1/09 - Turney, Kristin, Kao, Grace
Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to... - 1/1/00 - Jasinski, Jana L.
Low educational attainment has been a barrier to the advancement of Hispanic Americans in the United States, and a number of explanations for this have been suggested. One group of explanations centers around Hispanic Americans' use and exposure to English. A second group of explanations focuses more on socioeconomic disadvantages facing this population. Much of the research that looks at educational attainment among Hispanic Americans, however, does not consider Hispanic group differences... - 1/1/04 - Morgan, Stephen L., Mehta, Jal D.
The black-white gap in achievement, as measured by performance on standardized tests, has received considerable attention from researchers in the past five years. Claude Steele's stereotype threat and disidentification mechanism is perhaps the most heralded of the new explanations for residual racial differences that persist after adjustments for social background are performed. Analyzing data from the National Education Longitudinal Study, we found qualified support for portions of the... - 1/3/09 - Koretz, D., Kim, Y.
In a pair of recent studies, Fryer and Levitt (2004a, 2004b) analyzed the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-K) to explore the characteristics of the Black-White test score gap in young children. They found that the gap grew markedly between kindergarten and the third grade and that they could predict the gap from measured characteristics in kindergarten but not in the third grade. In addition, they found that the widening of the gap was differential across... - 1/19/09 - Elaine Carlson, Tamara Daley, Amy Shimshak, Jamee Riley, Brad Keller, Frank Jenkins, Joy Markowitz
"PEELS includes a nationally representative sample of 3,104 children with disabilities who were ages 3 through 5 when the study began in 2003-04. The sample is divided into three age cohorts (A, B, and C) based on the children’s age at first data collection, ages 3, 4, and 5, respectively. The children will be followed through 2009. PEELS data were collected through several different instruments and activities, including a direct one-on-one assessment of the children, a telephone interview... - 1/5/09 - Center for the Study of Social Policy,
This early childhood program is included in a report on exemplary programs that build child protective factors, published by the Center for the Study for Social Policy in Washington, DC. This report states that “a longitudinal study conducted by the City of Albuquerque shows that children who have participated in the Child and Family Development Program are much more successful than their peers who have not had the program’s enriching experiences. The literacy, language, and motor... - 1/3/09 - Heppen, Jessica B., Therriault, S. B.
The information that follows and an accompanying tool developed by the National High School Center can help schools and districts to systematically collect early warning indicator data so they can identify students at highest risk of dropout. An early warning system can be implemented at the school as well as at district levels. The role of the state is critical for providing support that can help districts and schools collect the key information with relative ease, including the use of... - 1/1/07 - Foster, Wayne A., Miller, Merideth
Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text... - 1/1/07 - Foster, Wayne A., Miller, Merideth
Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text... - 1/1/07 - Foster, Wayne A., Miller, Merideth
Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text... - 1/23/10 - Michelle Najarian, Kyle Snow, Jean Lennon, Susan Kinsey, Gail Mulligan
"This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the preschool and kindergarten waves of the ECLS-B. The assessment instruments measure children's cognitive development in early reading and mathematics, socioemotional functioning, fine and gross motor skills, and physical development (height, weight, middle upper arm circumference, and head circumference). The report also includes information about indirect... - 1/19/09 - Elaine Carlson, Tamara Daley, Amy Bitterman, Harriotte Heinzen, Brad Keller, Joy Markowitz, Jamee Riley
"This report provides selected findings from the first three waves of data collection—school year 2003-04, school year 2004-05, and school year 2005-06. Any reported differences have been tested for statistical significance at the p < .05 level. These data were collected through several different instruments and activities, including a direct1 one-on-one assessment of the children, a telephone interview with the children’s parents/guardians, and mail questionnaires to the teacher or...
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