29.083-3 - Investigating the Bidirectional Relationship Between Home Environment and Student Achievement: A Cross-Lagged Longitudinal Analysis

• In Event: 29.083 - Poster Session 4

Session Type: Poster Session

Abstract

Existing research positively links parent expectations and home-based educational activities with school readiness and early elementary achievement. The research presented here uses the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (ECLS-K:2011) data to explore how home environment impact student achievement outcomes of kindergarten and first grade students. Using an autoregressive, cross-lagged structural equation models, we sought to articulate a bidirectional developmental relationship between home environment and academic performance or executive function from kindergarten to first grade. We found that early home activity level predicted later overall achievement performance, but not vice versa. However, no reciprocal relationships were observed between home activity and working memory.

Sub Unit

• Division G - Social Context of Education / Division G - Section 1: Micro-analyses of the social contexts of teaching and learning

Papers

• 10. Investigating the Bidirectional Relationship Between Home Environment and Student Achievement: A Cross-Lagged Longitudinal Analysis - Ai Ye, University of North Carolina - Chapel Hill; Laura Cutler, University of Delaware; Cory Gilden; Yanmiao Xie, Unniversity of Delaware; Yi-Young Yun; Juana Gaviria, Univeristy of Delaware