Predicting Third-Grade Academic Achievement Among Low-Socioeconomic-Status Children: Developmental and Performance Influences in Kindergarten

• In Event: Contemporary Issues in Developmental Psychology

Abstract

Structural equation modeling was used to investigate predictive associations between kindergarten academic, socio-behavioral, and biotic influences on third-grade achievement within a sample of low-socioeconomic children. Findings validate that developmental and learning trajectories start early and are influenced by multifaceted factors. Findings also elucidated areas where predictive influences were different for low-socioeconomic children than they were for others. Children residing in low-socioeconomic homes are at-risk for academic and developmental difficulties. Findings established that within low-socioeconomic children, disparities in early learning and development exist. Understanding factors affecting learning and development among low-socioeconomic children informs intervention strategies, perhaps moderating gaps existing in these areas among socioeconomic groups. There were several findings related to within-group socioeconomic differences potentially impacting children’s academic trajectories.

Authors

• Dominic F Gullo, Drexel University

• Alia Adel Ammar, Mastery Charter Schools - Pickett Campus