Cognitive Development, School Readiness,and Academic Motivation

	Menu
	Research - Academic Achievement Gaps: Background and Status - English Language Proficiency & Academics Online Resources, Journals, & Books Data Sources Research and Policy Centers Introduction

In focusing on the individual mechanisms that may play a significant part in academic success, this section of the pathway shifts its focus from the external conditions associated with underachievement to look at school readiness, cognitive development, and academic motivation.

Key Documents

Addressing Racial Disparities in High-Achieving Suburban Schools
North Central Regional Education Laboratory, 2002
This article shares findings from a recent survey of more than 34,000 students in grades 7-11 in 15 school districts across the nation. The survey asked students about their home resources, why they work hard in school, and what courses they take, among other questions. The districts make up the Minority Student Achievement Network, a group of middle- and upper-income districts committed to addressing the achievement gap in their respective school communities. Despite higher overall achievement patterns in these districts, the study finds persistent racial and ethnic performance gaps. For survey, see the Data Sources section of this guide.

Affirmative Development of Academic Abilities. Inquiry & Praxis, Number 2
Institute for Urban and Minority Education, 2001
This paper discusses affirmative action and proposes adjustments that target larger and more diverse groups (those that are low on wealth and wealth-derived capital resources). It describes an affirmative development policy within education that would emphasize deliberate or affirmative development of academic ability in a broad range of students who have historically been deprived of resources and who are under-represented among academically high achieving students. It also emphasizes the need to develop students' intellectual competence.

Boosting Student Achievement: New Research on the Power of Developmental Assets
Search Institute, 2003
This latest research on developmental assets--including the first longitudinal studies--adds to the growing evidence that comprehensive, asset-based approaches to education and youth development have tremendous potential to contribute to the academic success of students from all backgrounds and in a wide range of communities.

The Classic Study on Poor Children's Fourth-Grade Slump
American Educator, 2003
In a study of second, fourth, and sixth graders who completed reading and language tests over 2 years, low-income second and third graders achieved as well as their normative peers on all subtests. However, around fourth grade, their reading scores began to decline. One possible cause for this slump may stem from lack of fluency and automaticity. Declines in these students' scores continued into high school.

A Diagnostic Analysis of Black-White GPA Disparities in Shaker Heights, Ohio
Brookings Papers on Education Policy, 2001
Based on a large-scale survey of seventh through eleventh grade public school students in Shaker Heights, an upper-middle class diverse suburb of Cleveland, this study examines the relationship between such factors as race and family background and academic achievement gaps. In addition, Ronald Ferguson also looks at the relationship between intrinsic characteristics, such as attitudes and effort, and academic underachievement. For the survey, see the Data Sources section of this guide.

The Diversity Kit: An Introductory Resource for Social Change in Education
Part I: Human Development: A Multidisciplinary Approach
(Part I begins on page 21.) Discusses theories of learning and human development and presents instructional strategies based on this knowledge. Also explores the relationship among self-concept, motivation, and learning and how they influence student resilience.

High School Reform and Black Male Students: Limits and Possibilities of Policy and Practice
Urban Education, 2003
Many black male adolescent high school students are at risk of academic failure due to complex institutional and socioeconomic factors they face within their schools and communities. Examines these challenges, highlighting such issues as socioeconomic status, social barriers, and the limited numbers of African American teachers available.

Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School
Economic Policy Institute, 2002
This book shows that inequalities in children's cognitive abilities are substantial from the beginning, with disadvantaged children starting kindergarten with significantly lower cognitive skills than their more advantaged counterparts. These same disadvantaged children are then placed in low-resource schools, magnifying the initial inequality. These conclusions are based on analysis of the U.S. Department of Education's Early Childhood Longitudinal Study, Kindergarten Cohort, a recent and comprehensive data collection effort that provides a nationally representative picture of kindergarten students.

From Neurons to Neighborhoods: The Science of Early Childhood Development
Institute of Medicine, National Academy Press, 2000
This study reviews an extensive, multi-disciplinary body of research covering the period from before birth to entry into Kindergarten. It offers recommendations for policy and practice: (1) all children are born wired for feelings and ready to learn; (2) early environments matter, and nurturing relationships are essential; (3) society is changing, and the needs of young children are not being addressed; and (4) interactions among early childhood science, policy, and practice are problematic and demand dramatic rethinking.

A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement
Southwest Educational Development Laboratory, 2002
Noting that the evidence of families influence on their children’s school achievement is consistent, positive, and convincing, this report examines research on parent and community involvement and its impact on student achievement. Following an introduction, the first section of the report describes the methods used for selecting the studies; describes what the studies cover; provides a table showing the studies by topic area, by age and grade level, and by design type; and discusses limitations of the studies. The second section of the report synthesizes the studies' findings. The third section provides summaries of the 51 studies, conducted between 1993 and 2002, described in this report.

Proceedings from State and District Support to Low-Performing Schools. Selected Presentations from a Working Conference of the High Poverty Schools Initiative
The Council of Chief State School Officers, 2002
This paper presents proceedings from a 2001 working conference of the State and District Support to Low-Performing Schools initiative, which presented research-based strategies and exemplary practice to improve low-performing schools. Among the presentations is one focusing on literacy development approaches, such as talent development model, early literacy development for English language learners, and primary literacy standards.

Ready to Enter: What Research Tells Policymakers About Strategies to Promote Social and Emotional School Readiness Among Three- and Four-Year-Old Children
National Center for Children in Poverty, 2002
This policy paper focuses on what emerging research tells policymakers about why it is so important to intervene to help young children at risk for poor social, emotional, and behavioral development, and what kinds of research-based interventions seem most effective. The paper addresses the relationship between early academic learning and emotional development, the prevalence of emotional problems in preschool-aged children and young children who are exposed to multiple family and environmental risk factors, and the role of teachers and child care providers in reducing or exacerbating problems.

Risk Factors for Academic and Behavioral Problems at the Beginning of School
The Child Mental Health Foundations and Agencies Network, 2000 <BOLD>
In Off to a Good Start: Research on the Risk Factors for Early School Problems and Selected Federal Policies Affecting Children's Social and Emotional Development and Their Readiness for School
In order to examine the responsiveness of federal policies to the known risk and protective factors for academic and behavior problems at the beginning of school, the Child Mental Health Foundations and Agencies Network commissioned this publication. This paper reviews the last two decades of relevant scientific literature concerning the risk factors known to affect young children's social-emotional school readiness adversely and the gaps that exist in the research base.

The Role of Cultural Factors in School Relevant Cognitive Functioning: Description of Home Environmental Factors, Cultural Orientations, and Learning Preferences
Research on the Education of Students Placed At Risk, 2000
This report examines certain home cultural factors, cultural orientations, and learning preferences of African American school children from low-income backgrounds in order to document the relationship of prior cultural socialization experiences to enhanced cognitive, performance, and motivational outcomes.

Quality Counts 2002: Building Blocks for Success
Editorial Projects in Education
Examines what states are doing to provide early learning experiences for young children; to ensure that those experiences are of high quality; to prepare and pay early childhood educators adequately; and to measure the results of early childhood programs. The report also examines states' commitment to kindergarten, the transition point into the formal public education system.

The Role of Cultural Factors in School Relevant Cognitive Functioning: Synthesis of Findings on Cultural Contexts, Cultural Orientations, and Individual Differences
Research on the Education of Students Placed At Risk, 2000
For many African American children from low-income backgrounds, cognitive performance can be enhanced in contexts thematically characterized by aspects of Afro-cultural ethos. This report presents and describes the results of six experimental studies (two studies on each) of three cultural themes of primary interest: movement, communalism, and verve.

School Relationships Foster Success for African American Students
ACT, 2001
This study used data from the National Educational Longitudinal Study (NELS) to analyze critical issues affecting the preparation and diversity of the postsecondary applicant pool. There was a gap between the education expectations of African American students and their postsecondary participation 2 years past high school. Although 88 percent expected to attend college or earn a college or advanced degree, only 56 percent were moving toward that goal. Significantly more white students than black students were in the process of moving toward that goal. School experiences differed by race. In schools attended by African Americans, fewer students were on a college preparatory track or took advanced placement courses, and the college-going rates were lower than those in predominantly white high schools. Three of five school relationship characteristics positively impacted African American students' educational expectations and postsecondary participation: school personnel expectations, teachers talking with students, and school extracurricular participation.

State Initiatives To Promote Early Learning: Next Steps in Coordinating Subsidized Child Care, Head Start, and State Pre-kindergarten
Center for Law and Social Policy, 2003
While current early education and care funding still reaches only a fraction of preschool children, some states now have considerable experience in coordinating subsidized child care, Head Start, and state pre-kindergarten initiatives to enhance early education and learning opportunities for young children. Drawing on the experiences of Georgia, Massachusetts, and Ohio, this paper describes the challenges states face in addressing the goals of enhancing school readiness and providing work supports for families, the states' responses to those challenges, and recommendations for the future.

Ways To Promote Success Identities: Strategies for Academic Achievement
ERIC Clearinghouse on Counseling and Student Services (Virtual Library), 2003
This article outlines a series of strategies for helping students achieve success in their academic activities. It endorses a cognitive-behavioral approach to helping students become self-actualized. It is aimed at counselors, tutors and advisors working to help students to meet academic goals and objectives in classrooms, internships, and other settings.

What Doesn't Meet the Eye: Understanding and Addressing Racial Disparities in High-Achieving Suburban Schools
North Central Regional Educational Laboratory, 2002
This paper examines racial and ethnic achievement disparities in places where schools are reputedly excellent, reporting on the 2000-2001 Ed-Excel Assessment of Secondary School Culture, which collected data on black, white, Hispanic, Asian, and mixed race students. Questions covered family characteristics, opinions about instructional quality, enjoyment of studies, achievement motivations, course-taking patterns, effort, comprehension, grade point averages, and more.

The work of the Institute for Urban and Minority Education is supported by Teachers College, government agencies, and private foundations. The staff consists of researchers and educators from many disciplines and fields.

Institute for Urban and Minority Education
Box 75, Teachers College
Columbia University
New York, NY 10027-6696

Telephone: (212)678-3780
Fax: (212)678-4137