Early EF developers start pre-k with higher math levels than intermediate and later developers and maintain that advantage over time¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children classified as developing EF early started pre-k with higher math levels relative to intermediate and later EF developers and maintained that advantage over time. → Sammy F. Ahmed 2022

Evidence¶

Sammy F. Ahmed 2022¶

Sammy F. Ahmed, Janelle J. Montroy, Lori E. Skibbe, Ryan P. Bowles, & Frederick J. Morrison. (2022). The Timing of Executive Function Development is Associated with Growth in Math Achievement from Preschool through Second Grade. Manuscript in-press at Learning and Instruction. https://orcid.org/0000-0003-3814-2955

q3 · i? · associational · r2

Freely estimated multigroup latent basis model without covariates on the 351-child longitudinal sample, reported in Results with Figure 3. Mean math levels were 421.14 (early), 413.09 (intermediate), and 403.83 (later); only descriptive means are printed, with no effect size.

"As evident in Figure 3, children classified as developing EF early started pre-k with higher math levels (Mean Math level = 421.14) relative to intermediate (Mean Math level = 413.09) and later EF developers (Mean Math level = 403.83) and maintained that advantage over time."

Discussion¶

Related Claims¶

• With covariates, early and intermediate EF groups become indistinguishable in math level and growth, but the later EF group's disadvantage remains — reports the opposite
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — related
• Without covariates, the rate of math growth and the shape of growth did not differ across the three EF trajectory groups — related