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ERIC Number: EJ1071501
Record Type: Journal
Publication Date: 2015-Aug
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0022-0663
Nonlinear Gompertz Curve Models of Achievement Gaps in Mathematics and Reading
Cameron, Claire E.; Grimm, Kevin J.; Steele, Joel S.; Castro-Schilo, Laura; Grissmer, David W.
Journal of Educational Psychology, v107 n3 p789-804 Aug 2015
This study examined achievement trajectories in mathematics and reading from school entry through the end of middle school with linear and nonlinear growth curves in 2 large longitudinal data sets (National Longitudinal Study of Youth--Children and Young Adults and Early Childhood Longitudinal Study--Kindergarten Cohort [ECLS-K]). The S-shaped Gompertz model showed best fit in both data sets and decomposed individual changes in terms of 3 interindividual difference parameters that represented "total growth", "rate of approach" (instantaneous approach to total growth), and "timing of accelerated growth". The fastest rates of approach were observed for both mathematics and reading before 3rd grade. In ECLS-K, demographic predictors of the 3 parameters of change were consistent with prior work showing socioeconomic status and race/ethnic gaps that widen over time in both subjects and a female advantage in reading and a male advantage in mathematics. Results indicate a new shape of development for both domains, with implications for research, policy, and practice to understand and support students especially in the early years of schooling.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey; National Longitudinal Survey of Youth
Grant or Contract Numbers: N/A