The Generational Boundaries of Educational Advantage: Does Great-Grandparent Educational Attainment Predict Great-Grandchild Early Academic Achievement?

2021 ◽  
Author(s):  
Megan Evans ◽  
Jonathan Daw ◽  
S. Michael Gaddis
Keyword(s):  
Academic Achievement ◽  
Educational Attainment ◽  
Early Academic Achievement

scholarly journals The Generational Boundaries of Educational Advantage: Does Great-Grandparent Educational Attainment Predict Great-Grandchild Early Academic Achievement?

2021 ◽  
Vol 7 ◽  
pp. 237802312110605
Author(s):  
Megan Evans ◽  
Jonathan Daw ◽  
S. Michael Gaddis
Keyword(s):  
Academic Achievement ◽  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Panel Study ◽  
Income Dynamics ◽  
Direct Transmission ◽  
Three Generations ◽  
Educational Attainments ◽  
Early Academic Achievement ◽  
The Relationship

It remains unclear how far back the intergenerational transmission of educational advantage operates because most inquiries are limited to two or three generations. In this study, the authors use four generations of family data from the Panel Study of Income Dynamics to examine the association of great-grandparents’ educational attainment with their great-grandchildren’s early academic achievement, net of intervening generations’ educational attainments. The authors find that the relationship between great-grandparent educational attainment and great-grandchild early academic achievement is nonlinear, modest, and accounted for entirely by the educational attainment of intervening generations and great-grandchild demographic characteristics. Thus, for early academic achievement, the direct transmission of intergenerational educational advantage is limited to three generations in these data.

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.

Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children

2013 ◽  
Vol 25 (1) ◽  
pp. 56-70 ◽  
Author(s):  
Derek R. Becker ◽  
Megan M. McClelland ◽  
Paul Loprinzi ◽  
Stewart G. Trost
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Preschool Children ◽  
Self Regulation ◽  
Early Academic Achievement

The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children

2018 ◽  
Vol 57 ◽  
pp. 149-157 ◽  
Author(s):  
Geneviève Cadoret ◽  
Nathalie Bigras ◽  
Stéphanie Duval ◽  
Lise Lemay ◽  
Tania Tremblay ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Cognitive Ability ◽  
Motor Proficiency ◽  
Mediating Role ◽  
Early Academic Achievement ◽  
The Relationship

(PO-116)VMI AS A PREDICTOR OF EARLY ACADEMIC ACHIEVEMENT

2000 ◽  
Vol 77 (SUPPLEMENT) ◽  
pp. 277 ◽  
Author(s):  
Andrya Lowther ◽  
Bill Rainey ◽  
Gary Kidd ◽  
Doug Horner ◽  
Phil Connell
Keyword(s):  
Academic Achievement ◽  
Early Academic Achievement

scholarly journals Early Academic Achievement Among American Low-Income Black Students from Immigrant and Non-Immigrant Families

2015 ◽  
Vol 16 (8) ◽  
pp. 1159-1168 ◽  
Author(s):  
Esther Calzada ◽  
R. Gabriela Barajas-Gonzalez ◽  
Spring Dawson-McClure ◽  
Keng-Yen Huang ◽  
Joseph Palamar ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Black Students ◽  
Low Income ◽  
Immigrant Families ◽  
Early Academic Achievement

scholarly journals Academic Achievement in Algebra of the Public High School Students in the New Normal

2021 ◽  
Vol 4 (3) ◽  
pp. 65-74
Author(s):  
Diana B. Rodrigo ◽  
Alfredo D. Alave
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Educational Attainment ◽  
Quadratic Functions ◽  
Public High School ◽  
Achievement Level ◽  
School Students ◽  
New Normal ◽  
The Public ◽  
Significant Difference

This study describes the academic achievement level in Algebra of the public secondary school students in the new normal as a whole and when grouped according to sex and parent's highest educational attainment. Utilizing descriptive-comparative and correlational designs, the academic achievement level, significant differences and relationships among the variables, and the perceived learning difficulties in Quadratic Functions were determined using mean, Mann-Whitney, Kruskal Wallis, Chi-square test of association, Spearman rank correlation, and frequency and percentage distribution. Results showed that the academic achievement level was low; no significant difference and relationship between sex and academic achievement level; there was a significant difference and relationship between parent's highest educational attainment and achievement level, and students' top difficulty is transforming quadratic functions into the form f(x)=[a(x-h)^2]+k. Therefore, Algebra teachers, school heads, and parents should take necessary interventions to address the problem.

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