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Direct linkStipek, Deborah; Valentino, Rachel A. – Journal of Educational Psychology, 2015
Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more…
Descriptors: Young Children, Longitudinal Studies, National Surveys, Short Term Memory
Cameron, Claire E.; Grimm, Kevin J.; Steele, Joel S.; Castro-Schilo, Laura; Grissmer, David W. – Journal of Educational Psychology, 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…
Descriptors: Achievement Gap, Mathematics Achievement, Reading Achievement, Models
Mandara, Jelani; Varner, Fatima; Greene, Nereira; Richman, Scott – Journal of Educational Psychology, 2009
The authors examined intergenerational family predictors of the Black-White achievement gap among 4,406 adolescents from the National Longitudinal Survey of Youth. An intergenerational model of the process by which family factors contribute to the achievement gap was also tested. The results showed that the ethnic gaps in socioeconomic status…
Descriptors: Academic Achievement, Parenting Styles, Child Rearing, Adolescents
