Early achievement, school sector and executive function: How executive functions may buffer against school effects

• In Event: Poster Session 05
  In Poster Session: PS 05 Topic - Attention, Learning, Memory

Abstract

Evidence suggests that even before school entry, substantial achievement gaps exist between middle- and low-income children, and that these gaps can persist or widen through high school (Welsh et al., 2010; Nesbitt et al., 2013). Thus, there is need to address performance disparities among students at young ages. Scholarship has shifted away from understanding what children know to how children learn (Nesbitt, et al, 2013). There is a desire to understand domain-general processes, such as executive function (EF) constructs, and how they may interact with domain-specific skills (e.g., reading and math). Furthermore, the process of understanding how students learn involves examining the environment of schools, where children spend significant amounts of time (Bronfenbrenner, 1994). For example, debates about whether public or private institutions produce better outcomes for children have been ongoing for decades (Coleman et al., 1982). The relative effects of school sector are of particular interest because these findings influence the allocation of resources and can have significant policy implications (Lubienski & Lubienski, 2006; Coleman et al., 1982). In this study, we examine the relationship between kindergarten and first grade reading and math achievement and whether EF moderates this association. By analyzing the interactions between EF and reading and math abilities among young students, we can explore skills that may serve as buffers for students with lower academic skills. In addition, we examine how school sector may moderate the association between EF and first grade achievement.
Using the data from the Early Childhood Longitudinal Survey Kindergarten, Class of 2011 (ECLSK:2011), we conducted multilevel analysis with students nested within schools. First, we examined the association between EF (measured by working memory, cognitive flexibility, and inhibitory control) in first grade reading and math achievement while controlling for kindergarten performance. Then, we added interaction terms to test whether EF moderates the relationship between kindergarten and first grade math and reading achievement. Our third model included the interaction terms between EF and school sector. Table 1 shows sample characteristics.
We found significant interactions between EF and kindergarten math and reading performance (Table 2). The relationship between kindergarten reading and first grade reading was strongest for students with lower cognitive flexibility and working memory abilities. For students with higher kindergarten reading scores, the relationship between EF and first grade reading achievement diminished. We saw similar patterns when looking at the relationship between working memory and kindergarten math performance. Working memory appeared to be less important for performance on first grade reading tests for strong math students. We also found significant interactions between measures of EF and school sector on first grade reading achievement. Children with higher levels of EF, however, were not as affected by school sector.
Our findings suggest that EFs may serve as compensatory skills or buffers for low performing students. Additionally, the interaction between EF and first grade reading achievement appears to be stronger for children in public school than for children in private school. Future research would benefit from further investigating the trend that emerged in this study.

Authors

• Jodi Miller, Johns Hopkins University
  Presenting Author

• Lieny Jeon, University of Virginia - Charlottesville
  Non-Presenting Author