Holly R. Sexton

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.

TL;DR: Early spanking predicted increases in children's externalizing while early child externalizing elicited more spanking over time across all race/ethnic groups, including White, Black, Hispanic, and Asian American families.

TL;DR: In this paper, the authors use longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to consider whether increases in maternal education are associated with concurrent improvements in children's school readiness, language skills, and the quality of home environments at age 3.

TL;DR: Findings support a sex-differentiated pathway to externalizing behavior across the transition from preschool to school and that the pattern of associations between constructs differed for boys and girls.

TL;DR: Using data from a national multiethnic, longitudinal study of children, the authors examined the process of how parents' educational attainment is related to children's achievement through the beliefs and behaviors of parents and how this influence varies by race/ethnicity.