Beyond the ABC's and 123's : the effect of social competence on early academic achievement
Forster, Hilary Clair.
Thesis (M.P.P.)--Georgetown University, 2010.; Includes bibliographical references.; Text (Electronic thesis) in PDF format. The current educational culture in the U.S. of high-stakes testing and accountability standards has led to a focus on developing children's academic skills as the primary determinants of school readiness and achievement. However emergent research linking social competence to school adjustment and positive academic outcomes demonstrates that a broader range of skills and behaviors supports optimal school success. The present study adds to this research by examining the effect of social competence at school entry on academic achievement at the end of first grade, while controlling for initial levels of academic achievement and individual, family background and school characteristics. The study utilizes data drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, a nationally representative study sponsored by the National Center for Education Statistics (NCES). The construct of social competence is divided into two sets of skills--learning-related social skills and interpersonal social skills--and the differential effect of each set of skills on academic achievement is assessed.; The study found that students rated highly by their parents and teachers in learning-related social skills show significantly greater growth in reading and math achievement from the fall of kindergarten to the spring of first grade. These findings suggest that policymakers should consider supporting educational policies and programs that seek to develop these learning-related social skills in children prior to school entry and in the early years of formal schooling in order to set children on favorable academic and social courses and promote the attainment of optimal academic success.
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Television Use in Early Childhood and Academic Achievement in Eighth Grade: Examining the Moderating Effects of Parental Involvement and Program Content Richards, Melissa N. (Georgetown University, 2012)This study investigates the relationship between child-directed television program viewing at a young age and academic achievement later in life as well the moderating role that parents may play in this relationship. The ...