Even Peanuts can do it

1977 ◽  
Vol 24 (2) ◽  
pp. 146-147
Author(s):  
Robert Catanzano ◽  
Debra J. Welker
Keyword(s):  
Fourth Grade ◽  
Third Grade ◽  
Fifth Grade ◽  
Grade Teacher ◽  
And Mathematics ◽  
Reading And Mathematics

Johnny was a child who had always failed mathematics. His first-, second-, and third-grade teachers passed him conditionally. His fourth-grade teacher recommended that Johnny obtain special help in reading and mathematics before he should enter the fifth grade. We found Johnny to be a happy, well-mannered len-year-old who indicated strongly that he hated mathematics.

The Longitudinal Effects of Kindergarten Enrollment and Relative Age on Children's Academic Achievement

2013 ◽  
Vol 115 (3) ◽  
pp. 1-40
Author(s):  
ÜmmüHan YeŞİl Dağli ◽  
Ithel Jones
Keyword(s):  
Academic Success ◽  
School Readiness ◽  
Family Characteristics ◽  
Kindergarten Children ◽  
Third Grade ◽  
Relative Age ◽  
Parental Decision Making ◽  
And Mathematics ◽  
Kindergarten Enrollment ◽  
Reading And Mathematics

Background Research findings suggest that there may be some academic benefits for those children whose kindergarten enrollment is delayed, and the risk of underachievement seems to be greater for children who are younger when they first enter kindergarten. Although kindergarten enrollment occurs naturally, certain child, family, and childcare factors will likely influence parents’ decisions concerning when to enroll their children in kindergarten. Age-of entry studies have often neglected assignment bias results from those preenrollment factors. In addition, prior research has defined children's relative age outside of the immediate environment, as opposed to conceptualizing relative age within the context where children actually learn. Purpose This study examined the relationship between early, on-time, or delayed kindergarten enrollment and children's mathematics and reading achievement from kindergarten through third grade. We predicted that the degree to which delayed, on-time, or early enrollment influences children's reading and mathematics achievement depends on those preenrollment factors that potentially create assignment biases and the relative age of each child to his or her classmates. Research Design The study used the Early Childhood Longtudinal Study, Kindergarten Class of 1998-1999 (ECLS:K). A propensity score stratification model was used to adjust for sample assignment bias resulting from the preenrollment factors. Then, a cross-classified random effects model was applied. Results Results showed that certain child and family characteristics and parents’ perceptions about school readiness were related to when children first enter kindergarten. After controlling for demographic characteristics and propensity scores resulting from pre-enrollment factors, on average, at the beginning of kindergarten, children whose kindergarten enrollment was delayed had the highest scores in reading and mathematics, followed by children who entered kindergarten on time. Yet, in third grade, these differences were negligible. However, children in the delayed group who were also relatively older than their peers outperformed the other groups in third-grade mathematics. Conclusions The results suggest that the academic success or failure of children whose kindergarten enrollment is delayed, early, or on time depends on sociodemographic factors as well as the ages of the children in the same class (e.g., child's age relative to his or her classmates). Policy discussions about age of kindergarten entry or changing cutoff dates should include consideration of factors that influence parental decision making, as well as a child's age relative to his or her classmates.

scholarly journals The relationship of reading and mathematics in third-grade elementary school student in Canton Sarajevo

2021 ◽  
Vol 70 (1) ◽  
pp. 207-226
Author(s):  
Inga Biščević ◽  
Daniel Maleč ◽  
Haris Memišević
Keyword(s):  
Elementary School ◽  
Academic Skills ◽  
Intervention Programs ◽  
Cognitive Factors ◽  
Third Grade ◽  
Academic Underachievement ◽  
Mathematical Skills ◽  
Professional Career ◽  
And Mathematics ◽  
Reading And Mathematics

The attainment of reading and basic mathematical skills is one of the most important academic goals in early grades of elementary school. A plethora of studies has shown the importance of these skills to future academic achievements and professional career. The goal of this study was to determine the correlation of reading and mathematics in third-grade elementary school students in Canton Sarajevo. An additional goal was to determine if there are differences in the proportion of academic underachievement in relation to the student’s gender. The sample for this study consisted of 70 third-grade students (33 girls, 37 boys, mean age- 103,1 months, SD- 5,6 months) attending two elementary schools in Canton Sarajevo. Results of this study indicated that reading and mathematics share 25% of the variance in the scores. The cor[1]relation between reading and mathematics was r = 0,50, p<0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students><0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students

Teacher Effects in Early Grades: Evidence from a Randomized Study

2011 ◽  
Vol 113 (7) ◽  
pp. 1541-1565 ◽  
Author(s):  
Spyros Konstantopoulos
Keyword(s):  
Student Achievement ◽  
Mathematics Achievement ◽  
Research Question ◽  
Third Grade ◽  
Quality Data ◽  
High Quality ◽  
Teacher Effects ◽  
Early Grades ◽  
And Mathematics ◽  
Reading And Mathematics

Background/Context One important question to educational research is whether teachers can influence student achievement over time. This question is related to the durability of teacher effects on student achievement in successive grades. The research evidence about teacher effects on student achievement has been somewhat mixed. Some education production function studies seem to suggest that the effects of observed teacher characteristics on student achievement are negligible, while others suggest that they are considerable (Greenwald, Hedges, & Laine, 1996; Hanushek, 1986). Other studies have consistently documented that teachers differ substantially in their effectiveness measured as between-classroom variation in achievement adjusted by student background (Hanushek, 1986; Nye et al., 2004; Rivkin et al., 2005). Thus far, there is no evidence about the persistence of teacher effects in early grades using high quality data from a randomized experiment. Purpose/Objective/Research Question/Focus of Study This study examines the enduring benefits of teacher effects on student achievement in early elementary grades using high quality experimental data from Project STAR. I am interested in determining the persistence of teacher effects in early grades and whether teacher effects remain strong predictors of student achievement or fade over a four-year period for kindergarten through third grade. Research Design I computed teacher effects as classroom-specific random effects and then I used them as predictors of student achievement in subsequent years. I also examined whether teacher effects persisted through third grade. Multilevel models were used to conduct the analysis. The results suggest that overall teacher effects in early grades are evident through third grade in reading and mathematics achievement. Findings/Results The findings support the idea that teachers do matter and significantly affect reading and mathematics achievement not only in the current or the following year, but in subsequent years as well. However, the results also show that teacher effects estimates in previous grades are smaller than estimates in later grades. The teacher effects are more pronounced in reading. Conclusions Students who receive effective teachers at the 85th percentile of the teacher effectiveness distribution in three consecutive grades kindergarten through second grade would experience achievement increases of about one-third of a SD in reading in third grade. These effects are considerable and comparable to achievement increases caused by cumulative effects of small classes in early grades. Such effects in education are important and are nearly one-third of a year's growth in achievement (Hill, Bloom, Black, & Lipsey, 2008).

Information Matching within and between Auditory and Visual Sense Modalities and Mathematics Achievement

1978 ◽  
Vol 9 (2) ◽  
pp. 126-136
Author(s):  
Daiyo Sawada ◽  
R. F. Jarman
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Reading Performance ◽  
Information Matching ◽  
Visual Matching ◽  
And Mathematics ◽  
Sense Modalities ◽  
Potential Use ◽  
Reading And Mathematics

The ability to integrate information arriving through different sense modalities has been examined closely in regard to reading performance, but research in mathematics learning has largely ignored this ability. In the present study, 180 fourth-grade children stratified according to IQ were administered four tests designed to measure both intramodal and cross-modal auditory and visual matching ability. Performances on these measures were correlated with achievement measures in reading and mathematics. Correlations significant at the 0.01 and 0.05 levels (df=58) were found for both reading and mathematics, but those for mathematics were consistently higher. The variation of the correlations with mathematics achievement over the IQ levels was rather striking, indicating the potential use of sensory matching ability in research on individualization or in ATI experiments.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

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