School readiness and later achievement.

By G. Duncan, Chantelle Dowsett, Amy Claessens, Katherine A. Magnuson, A. Huston, P. Klebanov, L. Pagani, Leon Feinstein *, Mimi Engel, Jeanne Brooks-Gunn and 3 more. Developmental Psychology, 2007

5,305 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e9d09feb82973989ffd11a5d858fbaad722e160c

How researchers see this paper

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

In Clinical Psychology

In Education

Citations in the corpus

Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention (2016, background): “Longitudinal research indicates that students who perform poorly in mathematics in the early elementary grades are likely to continue to struggle throughout elementary school (Bodovski & Farkas, 2007; Duncan et al., 2007; Hanich, Jordan, Kaplan, & Dick, 2001; Morgan, Farkas, & Wu, 2009) and that dif”
The Developmental Relationship Between Language and Low Early Numeracy Skills Throughout Kindergarten (2014, background): “, 2011) and even further along in the curriculum (Duncan et al., 2007; Siegler, 2009).”
Transactional associations between classroom engagement and relations with teachers from first through fourth grade (2013, background): “As many authors highlight the longterm academic impact of beginning school unprepared (Duncan et al., 2007), this finding suggest that positive interactions with teachers can act as a buffer against early childhood vulnerabilities.”
The impact of early cognitive and non-cognitive skills on later outcomes (2007, background): “The paper by Duncan et al. (2007) focuses on school readiness measured at school entry and later educational achievement.”
Early Predictors of High School Mathematics Achievement (2012, background): “These differences are stable at least from kindergarten through fifth grade; children who start ahead in mathematics generally stay ahead, and children who start behind generally stay behind (Duncan et al., 2007; Stevenson & Newman, 1986).”
Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, background): “Although prior research shows the importance of early math skills for children’s long-term development (Anders et al., 2012; Bodovski & Farkas, 2007; Duncan et al., 2007; Geary et al., 2013), those studies treated math skills as a continuous variable.”
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, neutral): “7 Cabell et al.(2011); Duncan et al. (2007); Mashburn et al. (2008).”
How Important is Where you Start? Early Mathematics Knowledge and Later School Success (2013, methodology): “Two recent studies link school-entry math skills to elementary school achievement in both math and reading (Duncan et al., 2007; Claessens, Duncan, & Engel, 2009), finding that school-entry math skills predict later math and reading achievement, measured by both test scores and teacher reports.”
Reexamining the Relationship Between Academic Achievement and Social Behavior (2011, neutral): “…in light of the extant summaries already published (cf. Algozzine, Horner, & Putnam, 2008; Benner, Beaudoin, Kinder, & Mooney, 2005; Dionne, 2005; Duncan et al., 2007; Gottfredson, 1981; Hawkins & Lishner, 1987; Hinshaw, 1992a, 1992b; Kauffman, Cullinan, & Epstein, 1987; Kazdin, 1987, 1993;…”
Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. (2015, background): “, achievement), as other, more strictly cognitive characteristics, such as academic achievement at school entry.(10,35) Results across studies likely differ because of variation in predictors used, quality of measurement of study constructs, outcome domains, age at baseline and follow-up, and other ”