The Impact of Approaches to Learning on Early Academic Performance

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Early Learning Experiences

Abstract

Approaches to learning (ATL) are important indicators of academic performance. This study examines the association between ATL and reading and mathematics achievement using ECLS-K 2011 data. We conduct within-grade (i.e., kindergarten, first, and second grade) and across-grade analyses (i.e., grades K - 4) using appropriate methods to facilitate causality (i.e., first difference and student-level fixed effects). Results from the within-grade analyses indicate that changes in ATL are significantly related to changes in reading and mathematics achievement in kindergarten, first and second grades. In across-grade analysis, ATL is significantly associated with reading and mathematics achievement from kindergarten through fourth grade. The relationship between ATL and reading achievement is stronger than that between ATL and mathematics achievement in both types of analyses.

Authors

• Bixi Zhang, University of Missouri - Columbia

• Spyros Konstantopoulos, Michigan State University