An understanding of basic math and reading is a better indicator of future academic success than behavior is in preschool and kindergarten students, according to a recent study led by a Northwestern professor.
SESP professor Greg Duncan led an 11-person team in a four-year study researching factors affecting how well students do in school.
“We were interested in assessing the relational predictive power of various skills … kids had when they entered school,” Duncan said.
The researchers studied students entering school, looking at their academic performance, sociability and the number of fights they were involved in. They looked at data for students, in some cases up to seventh grade, and found that those who mastered elementary math and literacy skills early on were more likely to succeed in school, regardless of behavior, than those who were well-behaved but didn’t master academics. The study controlled for economic and family factors.
Duncan rated factors that contributed to a child’s education. On a 100-point scale of importance, he gave math skills 30 points, reading skills 20, ability to pay attention 10, and behavior and social skills almost 0.
The study used six databases that recorded information about students’ performance and dispositions, some reaching as far back as 1970. The study was international in scope, as the group studied a database from Canada and England, and had several collaborators in each country.
Duncan said the study did not justify any behavior on the part of students. The research did not analyze if students with behavioral problems become high school dropouts or attend college. With behavioral problems, Duncan said, there are more consequences to worry about in addition to academics.
“One thing we could not test is whether a child who’s acting up is affecting what other kids in class are doing,” Duncan said.
Duncan said the study offers hope that students with behavioral problems can still succeed academically in school.
“We’re quick sometimes to categorize kids as problem kids,” he said.
Still, some behavioral problems are to be expected since young children are trying to adapt to a new environment, according to Duncan.
“There will be those behavior problems,” Duncan said. “In a lot of cases, they’re more transitory.”
Duncan said he would like to see the study put into practice. He hopes some schools will implement programs to help students develop mathematical and reading skills early on.
“Kids who would be in those programs … ought to have a continuing advantage in school,” Duncan said.
Reach Phillip Swarts at [email protected].
