Head Start Children’s Developmental Trajectories in Math: An Ecological Perspective

• In Event: Roundtable Session 26
  In Roundtable Session: Equity, Disparity, and Educational Policy

Abstract

Using an ecological framework perspective, this study examined to what extent early child capabilities (i.e., HS-entry math skills and social-emotional [S-E] behaviors), family/home characteristics (e.g., home learning experiences), and the quality of HS classrooms (i.e., instructional support and frequency of class math practices) are associated with math development over the HS entry to kindergarten. Growth Curve Modeling (GCM) was employed using a nationally representative longitudinal sample of the Head Start (HS) population. Preliminary results showed that controlling for various child characteristics (e.g., cohort), initial math scores are explained by HS-entry child capabilities and family characteristics (e.g., mother education and home language), while the growth in math is significantly predicted by classroom quality factors, although effect size is small.

Authors

• Ji Young Choi, Purdue University

• James Elicker, Purdue University

• Sharon L. Christ, Purdue University