Author
Amy Claessens
Other affiliations: University of Wisconsin-Madison, Northwestern University
Bio: Amy Claessens is an academic researcher from University of Chicago. The author has contributed to research in topics: Academic achievement & Socioemotional selectivity theory. The author has an hindex of 20, co-authored 29 publications receiving 6012 citations. Previous affiliations of Amy Claessens include University of Wisconsin-Madison & Northwestern University.
Papers
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TL;DR: A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills, while measures of socioemotional behaviors were generally insignificant predictors of later academic performance.
Abstract: 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
4,384 citations
TL;DR: This paper found that elementary school students' knowledge of fractions and of division uniquely predicts their knowledge of algebra and overall mathematics achievement in high school, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education.
Abstract: 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 achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.
598 citations
TL;DR: This paper found that the most powerful pre-school avenue for boosting fifth-grade achievement appears to be improving the basic academic skills of low-achieving children prior to kindergarten entry, with the exception of a kindergartener's capacity to pay attention, virtually no impacts for the collection of socioemotional skills.
433 citations
TL;DR: In this paper, the importance of early mathematics, relative to reading and socioemotional skills, for children's later success in school is highlighted, and the authors suggest that children's early skills are essential for their later success.
Abstract: BackgroundChildren's early skills are essential for their later success in school. Recent evidence highlights the importance of early mathematics, relative to reading and socioemotional skills, for...
263 citations
TL;DR: This article explored the importance of mathematics skills for subsequent achievement in kindergarten and found that mathematics skills are important for subsequent academic achievement, yet mathematics is underemphasized in kindergarten classrooms.
Abstract: Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored th...
197 citations
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19 Nov 2008TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References
6,776 citations
TL;DR: Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
Abstract: This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
5,678 citations
TL;DR: It is concluded that multiple Imputation for Nonresponse in Surveys should be considered as a legitimate method for answering the question of why people do not respond to survey questions.
Abstract: 25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.
3,216 citations
01 Jan 2016
TL;DR: This application applied longitudinal data analysis modeling change and event occurrence will help people to enjoy a good book with a cup of coffee in the afternoon instead of facing with some infectious virus inside their computer.
Abstract: Thank you very much for downloading applied longitudinal data analysis modeling change and event occurrence. As you may know, people have look hundreds times for their favorite novels like this applied longitudinal data analysis modeling change and event occurrence, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they are facing with some infectious virus inside their computer.
2,102 citations
TL;DR: Cunha and Heckman as mentioned in this paper discuss the technology of skill formation, report,ChicagoAmerican Economic Association,2007.May 7, 2007, pp. 17-20, p.
Abstract: Flavio Cunha; James Heckman.May, 2007.The technology of skill formation,Report,ChicagoAmerican Economic Association,17
1,885 citations