Skip to main page content
Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
Multicenter Study
. 2007 Nov;43(6):1428-1446.
doi: 10.1037/0012-1649.43.6.1428.

School Readiness and Later Achievement

Multicenter Study

School Readiness and Later Achievement

Greg J Duncan et al. Dev Psychol. .

Erratum in

  • Dev Psychol. 2008 Jan;44(1):232


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 cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.

Similar articles

See all similar articles

Cited by 439 articles

See all "Cited by" articles

Publication types