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Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for(More)
Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics(More)
DISCLAIMER Any opinions expressed here are those of the author(s) and not those of the Institute of Education. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions. DoQSS Workings Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a(More)
Taking a longitudinal perspective, we tested a developmental-contextual model of entrepreneurship in a nationally representative sample. Following the lives of 6,116 young people in the 1970 British Birth Cohort from birth to age 34, we examined the role of socioeconomic background, parental role models, academic ability, social skills, and self-concepts as(More)
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