Achievement in the First 2 Years of School: Patterns and Processes, Volume 53, Issue 2"How successfully children adapt to the routine of schooling in the first grade or two likely has long-term implications for their cognitive and affective development. This study aims to understand how home and school factors either facilitate or impede this progress of adaptation by examining longitudinal data on cognitive performance for a large and diverse sample of youngsters over grades 1 and 2 in Baltimore City Public Schools."--Page v. |
Common terms and phrases
ability judgments academic analysis average background between-panel comparisons e.g. black parents blacks and whites California Achievement Test carryover CAT scores child's cognitive dependent variable developmental effects Entwisle & Hayduk equations especially evaluations explained variance factors Fall CAT Fall self-expectation first-grade first-quarter marks first-year fourth-quarter marks gender important indicate interac levels mainly for between-panel mainly for within-equation Mark Mark Mark marks in reading math expectations math marks McAdoo Metric coefficients Monograph NOTE.-Standardized regression coefficients outcomes Parent ability estimate Parent education Parent expectation Parent Parent Parent Peer popularity performance expectations personal maturity quantitative race reading marks Reading Reading Math regression coefficients appear Repeater status report card report-card marks school achievement schooling process second-year significant social social-psychological social-structural socioeconomic status Special problems Spring Spring Spring standard deviation standardized coefficients Table tation tation tation teachers temperament test scores tion white parents within-equation comparisons youngsters