African American children show lower prekindergarten math but faster math growth, and higher prekindergarten letter–word knowledge with slower growth after covariate adjustment¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q3 i1 African American children have lower prekindergarten math (ES = .22) but faster growth (ES = .11) in the demographic model. → Blair 2015 q3 i1 After covariate adjustment, African American children show higher prekindergarten letter–word knowledge (ES = .35) and slower growth (ES = .13). → Blair 2015 (2)

Evidence¶

Blair 2015¶

Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., & The Family Life Project Investigators. (2015). Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter–Word Knowledge in the Early Elementary Grades. Developmental Psychology. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5264531/

q3 · i1 · associational · r3

Model A growth model. African American children had lower prekindergarten math relative to White children ("B = −4.39, SE = 1.24, p < .01, ES = .22") but faster growth ("B = .94, SE = .43, p < .01, ES = .11").

"African American children continued to have lower math achievement relative to White children at the prekindergarten assessment (B = −4.39, SE = 1.24, p < .01, ES = .22) but consistent with the negative correlation between intercept and slope, demonstrated faster growth in math ability across the early elementary grades (B = .94, SE = .43, p < .01, ES = .11)."

Blair 2015 (2)¶

Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., & The Family Life Project Investigators. (2015). Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter–Word Knowledge in the Early Elementary Grades. Developmental Psychology. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5264531/

q3 · i1 · associational · r3

Model D growth model. After covariate adjustment, African American children had higher prekindergarten letter–word knowledge ("B = 9.27, SE = 1.89, p < .001, ES = .35") and slower growth ("B = −2.18, SE = 0.68, p < .001, ES = .13").

"Surprisingly, with adjustment for demographic and self-regulation variables, African American children had higher letter–word knowledge at prekindergarten (B = 9.27, SE = 1.89, p < .001, ES = .35), and exhibited less rapid acquisition of this knowledge across the early elementary years (B = −2.18, SE = 0.68, p < .001, ES = .13)."

Discussion¶

Related Claims¶

• Household chaos predicts lower prekindergarten math and reading but faster growth in both — related
• African-American students' disproportionate retention was largely explained by lower prior test scores
• Executive function at 48 months positively predicts mathematics ability at prekindergarten, with effects persisting after cognitive covariate controls — related
• Combined teacher and parent report of effortful control predicts both prekindergarten math level and growth, persisting through the most stringent model — related
• Self-regulation effects on letter–word reading are reduced completely after cognitive covariate controls — related
• Directly assessed effortful control at 48 months predicts prekindergarten math but not reading, and not growth in either — related
• Students of ethnicity other than White grew more slowly in reading and math than White students, with no ethnic differences in initial achievement — related