The nature and impact of early achievement skills, attention skills, and behavior problems

By G. Duncan, Katherine A. Magnuson. 2011

439 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/65d262ddf9152c70e678aa208b1f753e55c49682

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Damon Jones
2. D. Stipek
3. S. Anderson
4. V. Dupéré
5. Mark T. Greenberg
6. M. Franke
7. M. Crowley
8. T. Leventhal

Citations in the corpus

• Personality Psychology and Economics (2011, unknown): “Duncan and Magnuson (2010) find that when”
• Social mobility, regression to the mean and the cognitive development of high ability children from disadvantaged homes (2011, methodology): “This was initially proposed by Ederer (1972) and extended by Davis (1974), and lies at the heart of modern equivalents, such as those suggested by Marsh and Hau (2002).”
• PK-3: What Does It Mean For INstruction? (2017, methodology): “An analysis of data from the National Longitudinal Survey of Youth (NLSY) data by Duncan and Magnuson (2011) suggests that fi fth grade may be a watershed for predicting high school completion.”
• More than just test scores (2012, methodology): “(2007) and Duncan and Magnuson (2011). The most extensive evaluation of teaching social and emotional skills and their impact is the meta-analysis (statistical summary) by Durlak, Weissberg, Dymnicki, Taylor, and Schellinger (2011).”
• Inequality begins at home: The role of parenting in the diverging destinies of rich and poor children. (2015, unknown): “Gaps in educational attainment between rich and poor children open up early in life and remain largely constant through the school years (Duncan & Magnuson, 2011).”
• Temperament in the Classroom (2012, unknown): “Duncan and Magnuson (2011) found that parent ratings of persistent behavior problems, but not persistent attention problems, measured across middle childhood uniquely predicted high school completion and college attendance. Likewise, Fergusson and Horwood (1998) found that teacher and parent ratings”
• Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. (2015, background): “social interactions, attention, and self-control affect readiness for learning.(10,11) An additional feature of noncognitive competencies is that they may be more malleable”