Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K
Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K
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DOI：
10.1016/j.econedurev.2008.09.003
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发表时间：
2009-08-01
影响因子：
2.2
通讯作者：
Engel, Mimi
中科院分区：
文献类型：
--
作者：
Claessens, Amy;Duncan, Greg;Engel, Mimi
进入幼儿园时，孩子们具有不同的基本阅读和数学技能：注意力、坐着不动和交朋友的能力；心理健康；以及攻击性行为的倾向。这些特点在五年级学业成绩产生中的作用是本论文的主题。我们发现对入学的学习技能有相当大的影响，但除了幼儿园儿童的注意力能力外，对收集社交情感技能几乎没有影响。这一发现既适用于总体样本，也适用于按种族/民族和社会经济地位定义的子组。提高五年级成绩的最有力的学前途径似乎是，在进入幼儿园之前提高成绩低下儿童的基本学习技能。(C)2008爱思唯尔有限公司。保留所有权利。
Children enter kindergarten with disparate rudimentary reading and mathematics skills: capabilities for paying attention, sitting still and making friends; mental health; and inclinations for aggressive behavior. The role of these characteristics in producing fifth-grade school achievement is the subject of this paper. We find considerable impacts for school-entry academic skills but, with the exception of a kindergartener's Capacity to pay attention, virtually no impacts for the collection of socioemotional skills. This finding holds both for the overall sample and for subgroups defined by race/ethnicity and socioeconomic status. The most powerful pre-school avenue for boosting fifth-grade achievement appears to be improving the basic academic skills of low-achieving children prior to kindergarten entry. (C) 2008 Elsevier Ltd. All rights reserved.