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ERIC Number: EJ1096202
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 85
ISBN: N/A
ISSN: ISSN-0022-2194
Who Is at Risk for Persistent Mathematics Difficulties in the United States?
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve
Journal of Learning Disabilities, v49 n3 p305-319 May-Jun 2016
We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD at 48 and 60 months of age, as are children with cognitive delays, identified developmental delays or disabilities, and vocabulary difficulties. In contrast, children attending preschool either in Head Start or non-Head Start classrooms are at initially lower risk of PMD. Kindergarten-aged children experiencing either low socioeconomic status or mathematics difficulties are at greatest risk for PMD across third, fifth, and eighth grades. Also at risk for PMD between third and eighth grades are children displaying reading difficulties or inattention and other learning-related behaviors problems, children with identified disabilities, and those who are retained. Educationally relevant and potentially malleable factors for decreasing young children's risk for PMD may include increasing children's access to preschool, decreasing their risk of experiencing vocabulary or reading difficulties, and avoiding use of grade retention.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Secondary Education; Kindergarten; Primary Education; Grade 3; Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 8; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Bayley Scales of Infant Development; Early Childhood Longitudinal Survey; MacArthur Communicative Development Inventory
IES Funded: Yes
Grant or Contract Numbers: R324A070270; R324A120046; R24HD04102511