Teacher Ratings of Kindergarten Behavioral and Learning Competencies: Predictive Influences on Children's Achievement Trajectories

• In Event: Emergent Research Relating to Kindergarten

Abstract

Kindergarten is a critical time in children’s early learning experiences. Controlling for socioeconomic status and gender, hierarchical multiple regression analyses were used to test the hypotheses that certain teacher-rated learning and behavioral competencies assessed in kindergarten were predictive of third- and fourth-grade reading and mathematics achievement. Data from the ECLS-K: 2011 were analyzed. Included were children who were rated by teachers in kindergarten and completed measures of academic achievement at the end of third- and fourth-grade. Hypothesized models suggested that the most fundamental literacy and mathematics competencies and approaches to learning assessed at the end of kindergarten were the most predictive of academic performance in third and fourth grade. Implications for kindergarten teaching and learning were examined and discussed.

Authors

• Whitney Impellizeri Cignatta, National University

• Dominic F Gullo, Drexel University