Effects of Class Size and Length of Day on Kindergartners' Academic Achievement: Findings from Early Childhood Longitudinal Study

2005 ◽  
Vol 16 (1) ◽  
pp. 49-68 ◽  
Author(s):  
Wenfan Yan ◽  
Qiuyun Lin
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Class Size ◽  
Length Of Day ◽  
Early Childhood Longitudinal Study

scholarly journals Physical Education and Academic Achievement in Elementary School: Data From the Early Childhood Longitudinal Study

2008 ◽  
Vol 98 (4) ◽  
pp. 721-727 ◽  
Author(s):  
Susan A. Carlson ◽  
Janet E. Fulton ◽  
Sarah M. Lee ◽  
L. Michele Maynard ◽  
David R. Brown ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Physical Education ◽  
Early Childhood Longitudinal Study

Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

2019 ◽  
Vol 62 (6) ◽  
pp. 884-906
Author(s):  
Lilla K. Pivnick
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Math Achievement ◽  
Academic Skills ◽  
Ecological Systems ◽  
Regression Analyses ◽  
Early Academic Achievement

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

Sign in / Sign up

Export Citation Format

Share Document