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What's Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement.

ABSTRACT: Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, nor have they investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multi-site longitudinal data. We find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics. Moreover, we find that growth in mathematical ability between age 54 months and first grade is an even stronger predictor of adolescent mathematics achievement. These results demonstrate the importance of pre-kindergarten mathematics knowledge and early math learning for later achievement.

SUBMITTER: Watts TW

PROVIDER: S-EPMC4719158 | biostudies-literature | 2014 Oct

REPOSITORIES: biostudies-literature

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What's Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement.

Watts Tyler W TW Duncan Greg J GJ Siegler Robert S RS Davis-Kean Pamela E PE

Educational researcher (Washington, D.C. : 1972) 20141001 7

Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, nor have they investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multi-site longitudinal data. We find that preschool mathematics ability predicts mathematics ac ...[more]

PMID: 26806961

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What's Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement.

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What's Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement.

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