Risk, Emergent Skills, and First to Third Grade Achievement: An Opportunity-Propensity Analysis

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.

Grantor dc:publisher

Temple University. Libraries

Year dc:date.issued

2011

Author dc:creator

• Alexander, Julia Teresa

Advisor dc:contributor.advisor

• Byrnes, James P.

Committee members dc:contributor.committeemember

• DuCette, Joseph P.
• Fullard, William
• Hindman, Annemarie H.
• Silver, Judith Ann

• Psychology
• Academic Achievement
• Children
• Early Care and Education
• Risk

Statement dc:rights

• IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

eng

Dc Identifier Other

864884942

OAI identifier oai:identifier

oai:scholarshare.temple.edu:20.500.12613/663