Factors Predicting Early Mathematics Skills for Low-Income Children: Using the Opportunity-Propensity Framework

• In Event: Roundtable Session 49
  In Roundtable Session: Mathematics Learning With Diverse Learners

Abstract

Using data from the Early Childhood Longitudinal Study-Birth cohort, this study examined early math learning opportunities and mathematics achievement of African-American, Caucasian-American, and Hispanic-American children from low-income families using the opportunity-propensity framework. Exposure to preschool math was found to be a significant predictor when antecedent factors (e.g., parent expectation, age, birth weight) and propensity factors (e.g., motivation, pre-existing math skills) were not accounted for. Exposure to level 2 math in kindergarten was found to be a positive predictor of kindergarten mathematics achievement when antecedent factors were taken into account. When antecedent and propensity factors were both taken into account, early math learning opportunities became insignificant predictors, however, being African-American remained significant, suggesting remaining cultural differences that warrant further investigation.

Author

• Aubrey H. Wang, Saint Joseph's University