NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1141227
Record Type: Journal
Publication Date: 2016-Jun
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0279-6015
Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence
Rabiner, David L.; Godwin, Jennifer; Dodge, Kenneth A.
School Psychology Review, v45 n2 p250-267 Jun 2016
Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative sample (n = 386). Reading achievement after fifth grade was significantly higher in children with better early reading skills and significantly lower in children with early attention difficulties. Math achievement was predicted by early reading and math skills, while school grades were significantly lower in children with lower peer acceptance and higher attention difficulties. Children with early attention difficulties were 40% less likely to graduate from high school. Years of education by young adulthood was significantly reduced in children with lower early reading skills, lower social acceptance, and higher attention difficulties; these early child characteristics affected long-term academic outcomes indirectly through their impact on intermediate academic outcomes.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; 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: National Institute of Mental Health (DHHS/NIH); National Institute on Drug Abuse (DHHS/PHS); Department of Education (ED); Substance Abuse and Mental Health Services Administration (DHHS/PHS), Center for Substance Abuse Prevention
Authoring Institution: N/A
Identifiers - Location: North Carolina (Durham); Tennessee (Nashville); Washington (Seattle); Pennsylvania
Identifiers - Assessments and Surveys: Woodcock Johnson Psycho Educational Battery; Wechsler Intelligence Scale for Children
Grant or Contract Numbers: R18MH48043; R18MH50951; R18MH50952; R18MH50953; K05MH00797; K05MH01027; DA016903; K05DA15226; P30DA023026; S184U30002