Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?

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dc.contributor.authorCurran, F. Chris
dc.contributor.authorKitchin, James
dc.date.accessioned2019-10-16T14:21:29Z
dc.date.available2019-10-16T14:21:29Z
dc.date.issued2019-07-01
dc.description.abstractRecent evidence points to the early elementary grades as a pivotal point for the development of science learning trajectories and achievement gaps. Using data from the Early Childhood Longitudinal Study, this study estimates the degree to which time spent on science and the breadth of science topics/skills covered predict science achievement in the earliest grades of elementary school. Using regression along with school fixed effects and student fixed effects models, we find suggestive evidence in some models (student fixed effects and regression with observable controls) that time on science instruction is related to science achievement but little evidence that the number of science topics/skills covered are related to greater science achievement. These results are generally consistent across student subgroups. We discuss the implications for early science policy and practice.en_US
dc.description.sponsorshipThis research was supported by a grant from the American Educational Research Association, which receives funds for its “AERA Grants Program” from the National Science Foundation, under NSF Grant #DRL-0941014. Opinions reflect those of the author(s) and do not necessarily reflect those of the granting agenciesen_US
dc.description.urihttps://journals.sagepub.com/doi/10.1177/2332858419861081en_US
dc.format.extent18 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m2ttcg-rtvh
dc.identifier.citationCurran, F. C. and Kitchin, J. (2019) ‘Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?’, AERA Open. doi: 10.1177/2332858419861081.en_US
dc.identifier.urihttps://doi.org/10.1177%2F2332858419861081
dc.identifier.urihttp://hdl.handle.net/11603/15873
dc.language.isoen_USen_US
dc.publisherSAGE Journalsen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC School of Public Policy Collection
dc.relation.ispartofUMBC Faculty Collection
dc.relation.ispartofUMBC Student Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.rightsAttribution-NonCommercial 4.0 International (CC BY-NC 4.0)*
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/*
dc.subjectearly childhooden_US
dc.subjecteducational policyen_US
dc.subjectlongitudinal studiesen_US
dc.subjectpolicyen_US
dc.subjectregression analysesen_US
dc.subjectscience educationen_US
dc.titleEarly Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?en_US
dc.typeTexten_US

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