New kindergarten readiness indicators for math and science: Next Steps in validation, communication and projecting policy impacts

EAGER探讨了提高长期数学，科学和阅读成绩是否需要在入学前或早期教育中更加重视发展特定的学习技能。正在进行的研究表明，注意力/执行功能，精细运动技能和一般知识（早期对世界的理解）似乎是后期认知发展和表现的基础，也是八年级数学，科学和阅读成绩的强预测因子。此外，结果表明，学校不是成绩差距的原因，相反，这些差距在进入幼儿园之前就存在，一旦出现，学校就无法弥合。 本EAGER研究了早期结果中有趣和违反直觉的建议是否比现在的假设更符合目标。EAGER补助金的目的是：（1）更好地了解认知发展和后来的成就;（2）探索早期家庭环境和早期学校教育的成就和成就差距;（3）结构政策，以支持更高的成就;（4）进行跨学科研究;和，（5）弥合神经科学和教室之间的智力差距。 EAGER在新的研究领域的早期阶段促进了潜在的变革性研究;它是高风险的，但在数学，科学和阅读教育方面具有潜在的高回报。EAGER通过一个非常有能力的专家团队采取完全不同的方法（例如，发展心理学家，科学家，神经科学家，行为遗传学家，发展和认知神经科学家，公共政策专家，经济学家和STEM教育工作者）与新的跨学科的观点。

This EAGER explores whether raising long-term mathematics, science and reading scores will require more emphasis on developing specific learning skills before school entry or in early schooling. Ongoing research shows that attention/executive function, fine motor skills, and general knowledge (early comprehension of the world) appear to be foundational to later cognitive development and performance and strong predictors of eighth grade mathematics, science, and reading scores. Additionally, results suggest that schools are not the cause of achievement gaps, rather, these gaps are present prior to kindergarten entry and, once they occur, schools are not able to close them. This EAGER examines whether the intriguing and counterintuitive suggestions from earlier results are more on target than present-day assumptions. The purpose of the EAGER grant is to: (1) better understand cognitive development and later achievement; (2) explore early family environments and early schooling on achievement and achievement gaps; (3) structure policies to support higher achievement; (4) conduct cross discipline research; and, (5) bridge intellectual gaps between neuroscience and classrooms. This EAGER promotes potentially transformative research in early stages of new areas of research; it is high risk but with a potentially high payoff in mathematics, science, and reading education. This EAGER takes on radically different approaches through a highly competent team of experts (e.g., developmental psychologists, scientists, neuroscientist, behavioral geneticist, developmental and cognitive neuroscientists, public policy experts, economist, and STEM educators) with novel interdisciplinary perspectives.