Math and Science Achievement Gaps of Minority and Disadvantaged Students: The Role of Developmental and Environmental Influences from Nine Months to 8th Grade

Principal Investigator: 
Project Overview
Background & Purpose: 

The purpose of this study is to utilize the Early Childhood Longitudinal Study from birth (ECLS-B) and Early Childhood Longitudinal Study from Kindergarten Entry (ECLS-K) to focus on the early developmental and environmental as well as later schooling factors that influence 3rd, 5th and 8th grade math and science achievement of students. A particular focus is to study the influences that create the gaps in achievement for minority and disadvantaged students.

Research Design: 

The research design for this project is longitudinal, and is designed to generate evidence which is descriptive, and associative/correlational [analytic essay] using national longitudinal surveys. The methods used to analyze the data will include growth and econometric models.

Findings: 

A draft paper provides empirical and neuroscience evidence that suggests that fine motor skills may play an important role in cognitive development, perhaps as important as executive function skills.