Optimizing early mathematics experiences for children from low-income families: A study on opportunity to learn mathematics

Early Childhood Education Journal

Volumn 37, Issue 4, 2010, Pages 295-302

  Wang, Aubrey H ^a  

^a SAINT JOSEPH S UNIVERSITY   (United States)

Author keywords

Achievement gap; ECLS K; Kindergarten; Mathematics achievement

Indexed keywords

EID: 72449178318     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1007/s10643-009-0353-9     Document Type: Article

References (23)

1. Barth, P. (Ed.). (2001). Youth at the crossroads: Facing high school and beyond. Thinking K-16, 5(1), 1-24.
2. Byrnes, J. P., & Wasik, B. A. (2009). Factors predictive of mathematics achievement at kindergarten, first and third grades: An opportunity-propensity analysis. Contemporary Educational Psychology, 34, 167-183.
3. Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the early childhood longitudinal study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98(3), 489-507.
4. Cooper, J. A., & Schleser, R. (2006). Closing the achievement gap: Examining the role of cognitive developmental level in academic achievement. Early Childhood Education Journal, 33(5), 301-306.
5. Georges, A. (2009). Relation of instruction and poverty to mathematics achievement gains during kindergarten. Teacher College Record, 111(9), 1-12.
6. Johnson, M. L. (1984). Blacks in mathematics: A status report. Journal for Research in Mathematics Education, 15(2), 145-153.
7. Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.
8. McDonnell, L. M. (1995). Opportunity-to-learn as a research concept and a policy instrument. Educational evaluation and policy analysis, 17(3), 305-322.
9. National Association for Education of Young Children, & National Council of Teachers of Mathematics. (2002). Early childhood mathematics: Promoting good beginnings. Retrieved August 1, 2009, from http://208.118.177.216/about/positions/pdf/psmath.pdf.
10. National Council on Education Standards and Testing. (1992). Raising standards for American education. Washington, DC: U. S. Government Printing Office.
11. Phillips, M., Brooks-Gunn, J., Duncan, G. J., Klebanov, P., & Crane, J. (1998a). Family background, parenting practices, and the black-white test score gap. In C. Jencks & M. Phillips (Eds.), The black-white test score gap (pp. 103-145). Washington, DC: Brookings Institute Press.
12. Phillips, M., Crouse, J., & Ralph, J. (1998b). Does the black-white test score gap widen after children enter school? In C. Jencks & M. Phillips (Eds.), The black-white test score gap (pp. 229-272). Washington, DC: Brookings Institute Press.
13. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekarts & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 451-502). London: Academic Press.
14. Taylor, R. D. (2007). Parenting, social-emotional development, and school achievement of African American youngsters. In S. J. Paik & H. J. Walberg (Eds.), Narrowing the achievement gap: Strategies for educating Latino, Black, and Asian students (pp. 33-48). Berlin: Springer.
15. Thompson, G. L. (2007). Improving the schooling experiences of African American students: What school leaders and teachers can do. In S. J. Paik & H. J. Walberg (Eds.), Narrowing the achievement gap: Strategies for educating Latino, Black, and Asian students (pp. 153-170). Berlin: Springer.
16. Travers, K. J. (1993). Overview of the longitudinal version of the second international mathematics study. In L. Burstein (Ed.), The IEA study of mathematics III: Student growth and classroom processes (pp. 1-27). New York: Pergamon.
17. U. S. Department of Education. (1997). Mathematics equals opportunity: White paper prepared for U. S. secretary of education Richard W. Riley. Washington, DC: U. S. Department of Education.
18. U. S. Department of Education. (2001). Educational achievement and black-white inequality (NCES 2001-061). Washington, DC: U. S. Department of Education, National Center for Education Statistics.
19. U. S. Department of Education. (2006). Early childhood longitudinal study, kindergarten class of 1998-99 (ECLS-K): Combined user's manual for the ECLS-K fifth grade data files and electronic codebooks (NCES 2006-032). Washington, DC: U. S. Department of Education, National Center for Education Statistics.
20. U. S. Department of Education. (2008). Early childhood longitudinal study, kindergarten class of 1988-99: Database training seminar binder. Washington, DC: U. S. Department of Education, National Center for Education Statistics.
21. U. S. Department of Education. (2009). Kindergarten Class of 2010-11 (ECLS-K: 2011): Study information. Retrieved August 1, 2009, from http://nces.ed.gov/ECLS/kindergarten2010.asp (u. d.).
22. Wang, J. (1998). Opportunity to learn: The impacts and policy implications. Educational Evaluation and Policy Analysis, 20(3), 137-156.
23. Wang, A. H. (2008). A pre-kindergarten achievement gap? Scope and implications. US-China Education Review, 5(9), 23-31.