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Risk, Emergent Skills, and First to Third Grade Achievement: An Opportunity-Propensity Analysis
Alexander, Julia Teresa
Alexander, Julia Teresa
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Thesis/Dissertation
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2011
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Educational Psychology
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http://dx.doi.org/10.34944/dspace/645
Abstract
The purpose of this study is to examine the role of center-based care and children's school readiness in predicting their first and third grade reading and mathematics achievement. Predictions derived from an opportunity-propensity theoretical framework applied to data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99. The study examined the impact of antecedent factors (e.g., socioeconomic status, parental expectations), opportunities to learn (e.g., center-based care), and children's propensities to learn (emergent reading and mathematics skills, approaches to learning) on first and third grade reading and mathematics assessment scores, and whether center-based care moderates the impact of multiple health and environmental risks for vulnerable children.
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