Harvard Educational Review
  1. Spring 2004 Issue »

    Multiple Pathways to Early Academic Achievement

    NICHD Early Child Care Research Network
    Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, the NICHD Early Child Care Research Network (ECCRN) constructed a structural model predicting reading and mathematics achievement in first-grade children from parenting, child-care, and first-grade schooling environments, which is presented in this article. The model provided a strong fit for the data, and parenting emerged as the strongest single contextual predictor of children’s achievement. Nevertheless, the child-care and first-grade schooling contexts independently contributed to children’s academic performance. There were also a number of indirect pathways of prediction that combined environmental and child factors. Overall, results confirmed that multiple factors act in concert over the school transition period to shape children’s reading and mathematics skills. (pp. 1–29)

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    Spring 2004 Issue

    Abstracts

    Multiple Pathways to Early Academic Achievement
    NICHD Early Child Care Research Network
    The Educational Science and Scientifically Based Instruction We Need
    Lessons from Reading Research and Policymaking
    Michael Pressley, Nell Duke, and Erica Boling

    Book Notes

    Challenges of Conflicting School Reforms
    By Mark Berends, JoAn Chun, Gina Schuyler, Sue Stockly, and R. J. Briggs

    A Student’s Guide to Methodology
    By Peter Clough and Cathy Nutbrown

    In the Deep Heart’s Core
    By Michael Johnston

    Using Data/Getting Results
    By Nancy Love

    Pregnant Bodies, Fertile Minds
    By Wendy Luttrell

    Lessons to Learn
    By Molly Ness

    Case Study Research
    By Robert K. Yin