Teaching Students What They Already Know? The (Mis)Alignment Between Mathematics Instructional Content and Student Knowledge in Kindergarten
Abstract
Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored the relationship between students’ school-entry math skills, classroom content coverage, and end-of-kindergarten math achievement. Although the vast majority of children entered kindergarten having mastered basic counting and able to recognize simple geometric shapes, their teachers reported spending the most mathematics time—typically about 13 days per month—on this content. On average, exposure to this basic mathematics content was negatively associated with math achievement across kindergarten. Importantly, children with the lowest levels of math skills benefited from exposure to this basic mathematics content whereas other children benefited from exposure to more advanced content.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Preschoolers benefit from exposure to advanced content in literacy and math, compared to basic content.
“Claessens et al. [8] and Engel et al. [16] suggested that preschoolers benefit from exposure to advanced content in literacy and math, compared to basic content.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [16]
Cites
School readiness and later achievement.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., et al. (2007) · Developmental Psychology · doi:10.1037/0012-1649.43.6.1428 · Cited by 5,439 · see citing works
Self-citationNature-nurture reconceptualized in developmental perspective: A bioecological model.
Bronfenbrenner, U., & Ceci, S. J. (1994) · Psychological Review · doi:10.1037/0033-295x.101.4.568 · Cited by 2,973 · see citing works
The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data
Rockoff, J. E. (2004) · American Economic Review · doi:10.1257/0002828041302244 · Cited by 2,432 · see citing works
Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D. M., & Howes, C. H. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01154.x · Cited by 1,900 · see citing works
How Large Are Teacher Effects?
Nye, B. A., Konstantopoulos, S., & Hedges, L. V. (2004) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737026003237 · Cited by 1,498 · see citing works
Teachers and Student Achievement in the Chicago Public High Schools
Aaronson, D. M., Barrow, L., & Sander, W. (2006) · Journal of Labor Economics · doi:10.1086/508733 · Cited by 1,294 · see citing works
Early math matters: Kindergarten number competence and later mathematics outcomes.
Jordan, N. C., Kaplan, D. E., Ramineni, C., & Locuniak, M. N. (2009) · Developmental Psychology · doi:10.1037/a0014939 · Cited by 1,172 · see citing works
Understanding the Black-White Test Score Gap in the First Two Years of School
Fryer, R. G., & Levitt, S. D. (2004) · Review of Economics and Statistics · doi:10.1162/003465304323031049 · Cited by 936 · see citing works
Early Childhood Mathematics Education Research
Sarama, J. H., & Clements, D. H. (2009) · Routledge eBooks · doi:10.4324/9780203883785 · Cited by 717 · see citing works
The Market for Teacher Quality
Hanushek, E. A., Kain, J. F., O'Brien, D., & Rivkin, S. G. (2005) · National Bureau of Economic Research · doi:10.3386/w11154 · Cited by 637 · see citing works
Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories
Jordan, N. C., Kaplan, D. E., Locuniak, M. N., & Ramineni, C. (2007) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2007.00229.x · Cited by 605 · see citing works
Starkey, P., Klein, A., & Wakeley, A. (2004) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2004.01.002 · Cited by 595 · see citing works
Siegler, R. S., & Ramani, G. B. (2009) · Journal of Educational Psychology · doi:10.1037/a0014239 · Cited by 563 · see citing works
Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K
Claessens, A., Duncan, G., & Engel, M. (2009) · Economics of Education Review · doi:10.1016/j.econedurev.2008.09.003 · Cited by 498 · see citing works
Self-citationOECD (2004) · Programme for international student assessment/Internationale Schulleistungsstudie · doi:10.1787/9789264006416-en · Cited by 478 · see citing works
Playing linear numerical board games promotes low‐income children's numerical development
Siegler, R. S., & Ramani, G. B. (2008) · Developmental Science · doi:10.1111/j.1467-7687.2008.00714.x · Cited by 440 · see citing works
Learning and Teaching Early Math
Clements, D. H., & Sarama, J. H. (2009) · Routledge eBooks · doi:10.4324/9780203883389 · Cited by 357 · see citing works
Connor, C. M., Morrison, F. J., & Katch, L. E. (2004) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0804_1 · Cited by 314 · see citing works
Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C. W., Crowe, E. C., Underwood, P., & Morrison, F. J. (2009) · Child Development · doi:10.1111/j.1467-8624.2008.01247.x · Cited by 310 · see citing works
What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City
Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2006) · National Bureau of Economic Research · doi:10.3386/w12155 · Cited by 288 · see citing works
Palardy, G. J., & Rumberger, R. W. (2008) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373708317680 · Cited by 282 · see citing works
Croninger, R. G., Rice, J. K., Rathbun, A. H., & Nishio, M. (2006) · Economics of Education Review · doi:10.1016/j.econedurev.2005.05.008 · Cited by 271 · see citing works
The persistence of preschool effects: Do subsequent classroom experiences matter?
Magnuson, K., Ruhm, C. J., & Waldfogel, J. (2006) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2006.10.002 · Cited by 255 · see citing works
Starkey, P., & Klein, A. (2000) · Early Education and Development · doi:10.1207/s15566935eed1105_7 · Cited by 227 · see citing works
Borman, G. D., & Kimball, S. M. (2005) · The Elementary School Journal · doi:10.1086/496904 · Cited by 200 · see citing works
Xue, Y., & Meisels, S. J. (2004) · American Educational Research Journal · doi:10.3102/00028312041001191 · Cited by 165 · see citing works
Effects of a Pre-Kindergarten Mathematics Intervention: A Randomized Experiment
Klein, A., Starkey, P., Clements, D. H., Sarama, J. H., & Iyer, R. M. (2008) · Journal of Research on Educational Effectiveness · doi:10.1080/19345740802114533 · Cited by 155 · see citing works
Instruction, teacher–student relations, and math achievement trajectories in elementary school.
Crosnoe, R. L., Morrison, F. J., Burchinal, M. A., Pianta, R. C., Keating, D. P., Friedman, S. L., & Clarke‐Stewart, K. A. (2010) · Journal of Educational Psychology · doi:10.1037/a0017762 · Cited by 147 · see citing works
The role of family socioeconomic resources in the black-white test score gap among young children
Magnuson, K. A., & Duncan, G. J. (2006) · Developmental Review · doi:10.1016/j.dr.2006.06.004 · Cited by 145 · see citing works
Effects of Class Size and Instruction on Kindergarten Achievement
Milesi, C., & Gamoran, A. (2006) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737028004287 · Cited by 94 · see citing works
do instructional practices contribute to inequality in achievement?
Bodovski, K., & Farkas, G. (2007) · Journal of Early Childhood Research · doi:10.1177/1476718x07080476 · Cited by 88 · see citing works
Mathematical Language in Early Childhood Settings: What Really Counts?
Rudd, L. C., Lambert, M. C., Satterwhite, M., & Zaier, A. (2008) · Early Childhood Education Journal · doi:10.1007/s10643-008-0246-3 · Cited by 86 · see citing works
Criterion-Related Validity Evidence for a Standards-Based Teacher Evaluation System
Holtzapple, E. (2003) · Journal of Personnel Evaluation in Education · doi:10.1007/s11092-005-2980-z · Cited by 60 · see citing works
Schooling and Achievement: Additive versus Interactive Models
Gamoran, A. (1991) · Elsevier eBooks · doi:10.1016/b978-0-12-582910-6.50009-5 · Cited by 19 · see citing works
Using instructional logs to identify quality in educational settings.
Rowan, B., Jacob, R., & Correnti, R. (2009) · New Directions for Youth Development · doi:10.1002/yd.294 · Cited by 18 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Investing in Preschool Programs
Duncan, G. J., & Magnuson, K. (2013) · The Journal of Economic Perspectives · doi:10.1257/jep.27.2.109 · Cited by 764 · see citing works
Is Kindergarten the New First Grade?
Bassok, D., Latham, S., & Rorem, A. (2016) · AERA Open · doi:10.1177/2332858415616358 · Cited by 582 · see citing works
Frank, K. A., Maroulis, S. J., Duong, M. Q., & Kelcey, B. M. (2013) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373713493129 · Cited by 406 · see citing works
Which preschool mathematics competencies are most predictive of fifth grade achievement?
Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C. B., & Spitler, M. E. (2016) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2016.02.003 · Cited by 402 · see citing works
Chronic Absenteeism and Its Effects on Students' Academic and Socioemotional Outcomes
Gottfried, M. A. (2014) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2014.962696 · Cited by 328 · see citing works
Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions
Bailey, D. H., Duncan, G. J., Cunha, F., Foorman, B. R., & Yeager, D. S. (2020) · Gothic.net · doi:10.1177/1529100620915848 · Cited by 302 · see citing works
Pace, A. E., Alper, R. M., Burchinal, M., Golinkoff, R. M., & Hirsh‐Pasek, K. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.04.001 · Cited by 279 · see citing works
Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2017) · Journal of Cognition and Development · doi:10.1080/15248372.2017.1421538 · Cited by 298 · see citing works
Greenberg, M. T., & Abenavoli, R. (2017) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2016.1246632 · Cited by 255 · see citing works
Maternal Math Talk in the Home and Math Skills in Preschool Children
Susperreguy, M. I., & Davis-Kean, P. E. (2016) · Early Education and Development · doi:10.1080/10409289.2016.1148480 · Cited by 159 · see citing works
Academic Content, Student Learning, and the Persistence of Preschool Effects
Claessens, A., Engel, M., & Curran, F. C. (2014) · American Educational Research Journal · doi:10.3102/0002831213513634 · Cited by 154 · see citing works
Self-citationMath, Science, and Technology in the Early Grades
Clements, D. H., & Sarama, J. H. (2016) · The Future of Children · doi:10.1353/foc.2016.0013 · Cited by 138 · see citing works
Cook, P., Dodge, K., Farkas, G., Fryer, R., Guryan, J., Ludwig, J., Mayer, S., Pollack, H., & Steinberg, L. (2014) · National Bureau of Economic Research · doi:10.3386/w19862 · Cited by 130 · see citing works
What Is the Long-Run Impact of Learning Mathematics During Preschool?
Watts, T. W., Duncan, G. J., Clements, D. H., & Sarama, J. H. (2017) · Child Development · doi:10.1111/cdev.12713 · Cited by 112 · see citing works
Bloom, H. S., & Weiland, C. (2015) · SSRN Electronic Journal · doi:10.2139/ssrn.2594430 · Cited by 110 · see citing works
Litkowski, E. C., Duncan, R. J., Logan, J. A. R., & Purpura, D. J. (2020) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2020.104846 · Cited by 105 · see citing works
Do the short-term effects of a high-quality preschool program persist?
Hill, C. J., Gormley, W. T., & Adelstein, S. (2015) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2014.12.005 · Cited by 102 · see citing works
Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity
Quinn, D. M., Cooc, N., McIntyre, J., & Gomez, C. J. (2016) · Educational Researcher · doi:10.3102/0013189x16677965 · Cited by 105 · see citing works
School-entry skills predicting school-age academic and social–emotional trajectories
Burchinal, M., Foster, T. J., Garber, K. L., Bratsch‐Hines, M., Blair, C., & Vernon‐Feagans, L. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.08.004 · Cited by 109 · see citing works
Mathematics Content Coverage and Student Learning in Kindergarten
Engel, M., Claessens, A., Watts, T. W., & Farkas, G. (2016) · Educational Researcher · doi:10.3102/0013189x16656841 · Cited by 91 · see citing works
Self-citationBang, H. J., Li, L., & Flynn, K. (2023) · Early Childhood Education Journal · doi:10.1007/s10643-022-01332-3 · Cited by 91 · see citing works
The Effects of Tulsa's Pre‐K Program on Middle School Student Performance
Gormley, W. T., Phillips, D. A., & Anderson, S. (2017) · Journal of Policy Analysis and Management · doi:10.1002/pam.22023 · Cited by 83 · see citing works
Kindergarten Black–White Test Score Gaps
Quinn, D. M. (2015) · Sociology of Education · doi:10.1177/0038040715573027 · Cited by 77 · see citing works
Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?
Jenkins, J. M., Watts, T. W., Magnuson, K., Gershoff, E. T., Clements, D. H., Sarama, J. H., & Duncan, G. J. (2018) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2018.1441347 · Cited by 76 · see citing works
Bassok, D., Gibbs, C. R., & Latham, S. (2018) · Child Development · doi:10.1111/cdev.13067 · Cited by 72 · see citing works
Head Start at Ages 3 and 4 Versus Head Start Followed by State Pre-K
Jenkins, J. M., Farkas, G., Duncan, G. J., Burchinal, M., & Vandell, D. L. (2015) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373715587965 · Cited by 69 · see citing works
Using assessment to individualize early mathematics instruction
Connor, C. M., Mazzocco, M. M. M., Kurz, T., Crowe, E. C., Tighe, E. L., Wood, T. S., & Morrison, F. J. (2017) · Journal of School Psychology · doi:10.1016/j.jsp.2017.04.005 · Cited by 68 · see citing works
The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations
Watts, T. W., Duncan, G. J., Chen, M., Claessens, A., Davis-Kean, P. E., Duckworth, K., Engel, M., Siegler, R. S., & Susperreguy, M. I. (2015) · Child Development · doi:10.1111/cdev.12416 · Cited by 68 · see citing works
Self-citationGrocery games: How ethnically diverse low-income mothers support children’s reading and mathematics
Leyva, D., Tamis‐LeMonda, C. S., Yoshikawa, H., Jimenez-Robbins, C., & Malachowski, L. G. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.01.001 · Cited by 66 · see citing works
Fadeout in an early mathematics intervention: Constraining content or preexisting differences?
Bailey, D. H., Nguyen, T., Jenkins, J. M., Domina, T., Clements, D. H., & Sarama, J. S. (2016) · Developmental Psychology · doi:10.1037/dev0000188 · Cited by 66 · see citing works
Morgan, P. L., Farkas, G., & Maczuga, S. (2014) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373714536608 · Cited by 64 · see citing works
Peters, S. J., Rambo-Hernandez, K. E., Makel, M. C., Matthews, M. S., & Plucker, J. A. (2017) · Gifted Child Quarterly · doi:10.1177/0016986217701834 · Cited by 62 · see citing works
The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade
Weiland, C., Unterman, R., Shapiro, A., Staszak, S., Rochester, S. E., & Martin, E. (2019) · Child Development · doi:10.1111/cdev.13308 · Cited by 61 · see citing works
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era
Tortorelli, L. S., Gerde, H. K., Rohloff, R., & Bingham, G. E. (2021) · Reading Research Quarterly · doi:10.1002/rrq.436 · Cited by 59 · see citing works
Thai, K.-P., Bang, H. J., & Li, L. (2021) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2021.1969710 · Cited by 78 · see citing works
Thippana, J., Elliott, L. E., Gehman, S., Libertus, K., & Libertus, M. E. (2020) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2020.05.002 · Cited by 58 · see citing works
Ribner, A. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101251 · Cited by 49 · see citing works
Activity settings in full-day kindergarten classrooms and children’s early learning
Ansari, A., & Purtell, K. M. (2016) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2016.09.003 · Cited by 56 · see citing works
PK-3: What Does It Mean For Instruction?
Stipek, D. J., Franke, M. L., Clements, D. H., Farran, D. C., & Coburn, C. E. (2017) · Child Policy Nexus · doi:10.1002/j.2379-3988.2017.tb00087.x · Cited by 56 · see citing works
Bassok, D., & Latham, S. (2017) · Educational Researcher · doi:10.3102/0013189x17694161 · Cited by 55 · see citing works
The research-based balance in early childhood mathematics: A response to Common Core criticisms
Clements, D. H., Fuson, K. C., & Sarama, J. H. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.03.005 · Cited by 53 · see citing works
Bailey, D. H., Jenkins, J. M., & Alvarez-Vargas, D. (2020) · Developmental Review · doi:10.1016/j.dr.2020.100910 · Cited by 52 · see citing works
Dumont, H., & Ready, D. D. (2019) · American Educational Research Journal · doi:10.3102/0002831219868182 · Cited by 58 · see citing works
Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size
Clarke, B., Doabler, C. T., Kosty, D. B., Kurtz‐Nelson, E. C., Smolkowski, K., Fien, H., & Turtura, J. E. (2017) · AERA Open · doi:10.1177/2332858417706899 · Cited by 47 · see citing works
Facilitating the Transition to Kindergarten
Little, M., Cohen-Vogel, L., & Curran, F. (2016) · AERA Open · doi:10.1177/2332858416655766 · Cited by 35 · see citing works
Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. A. (2020) · Developmental Psychology · doi:10.1037/dev0001115 · Cited by 45 · see citing works
Does Universal Preschool Hit the Target? Program Access and Preschool Impacts
Cascio, E. (2017) · National Bureau of Economic Research · doi:10.3386/w23215 · Cited by 44 · see citing works
Welsh, J. A., Bierman, K. L., Nix, R. L., & Heinrichs, B. S. (2020) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2020.03.009 · Cited by 49 · see citing works
Alignment and misalignment of classroom experiences from Pre-K to kindergarten
Vitiello, V. E., Pianta, R. C., Whittaker, J. V., & Ruzek, E. A. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.06.014 · Cited by 42 · see citing works
Dumas, D., McNeish, D., Sarama, J. H., & Clements, D. H. (2019) · AERA Open · doi:10.1177/2332858419879446 · Cited by 41 · see citing works
A Study of Early Childhood Mathematics Teaching in the United States and China
Li, X., Chi, L., DeBey, M., & Baroody, A. J. (2015) · Early Education and Development · doi:10.1080/10409289.2015.994464 · Cited by 39 · see citing works
Hanselman, P. (2018) · Sociology of Education · doi:10.1177/0038040718761127 · Cited by 38 · see citing works
Hu, B.-Y., Li, Y.-H., Zhang, X., Roberts, S., & Vitiello, G. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103253 · Cited by 40 · see citing works
Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?
Watts, T. W., Clements, D. H., Sarama, J. H., Wolfe, C. B., Spitler, M. E., & Bailey, D. H. (2016) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2016.1204640 · Cited by 37 · see citing works
Möhring, W., Ribner, A., Segerer, R. K., Libertus, M. E., Kahl, T., Troesch, L. M., & Grob, A. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101515 · Cited by 38 · see citing works
Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J. H., & Williams, J. J. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.01.009 · Cited by 36 · see citing works
Whittaker, J. V., Kinzie, M. B., Vitiello, V. E., DeCoster, J., Mulcahy, C., & Barton, E. A. (2020) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2019.1710884 · Cited by 36 · see citing works
Byrnes, J. P. (2020) · Developmental Review · doi:10.1016/j.dr.2020.100911 · Cited by 34 · see citing works
Justice, L. M., Jiang, H., Purtell, K. M., Lin, T., & Ansari, A. (2021) · Early Education and Development · doi:10.1080/10409289.2021.1946762 · Cited by 34 · see citing works
Understanding Heterogeneity in the Impact of Public Preschool Programs
Watts, T. W., Jenkins, J. M., Dodge, K. A., Carr, R. C., Sauval, M., Bai, Y., Escueta, M., Duer, J. K., Ladd, H. F., Muschkin, C. G., et al. (2023) · Monographs of the Society for Research in Child Development · doi:10.1111/mono.12463 · Cited by 33 · see citing works
Improving kindergarten teachers’ differentiation practices to better anticipate student differences
Dijkstra, E. M., Walraven, A., Mooij, T., & Kirschner, P. A. (2016) · Educational Studies · doi:10.1080/03055698.2016.1195719 · Cited by 32 · see citing works
Is pre-K classroom quality associated with kindergarten and middle-school academic skills?
Anderson, S., & Phillips, D. A. (2017) · Developmental Psychology · doi:10.1037/dev0000312 · Cited by 32 · see citing works
Nakajima, N., Hasan, A., Jung, H., Brinkman, S. A., Pradhan, M., & Kinnell, A. (2019) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2019.05.009 · Cited by 43 · see citing works
McCormick, M. P., Weiland, C., Hsueh, J., Maier, M. F., Hagos, R. M., Snow, C. E., Leacock, N., & Schick, L. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.06.012 · Cited by 32 · see citing works
Kang, C., Duncan, G. J., Clements, D. H., Sarama, J. H., & Bailey, D. H. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000297 · Cited by 30 · see citing works
Not Too Late: Improving Academic Outcomes Among Adolescents
Guryan, J., Ludwig, J., Bhatt, M., Cook, P., Davis, J. M. V., Dodge, K., Farkas, G., Fryer, R., Mayer, S., Pollack, H., et al. (2021) · National Bureau of Economic Research · doi:10.3386/w28531 · Cited by 25 · see citing works
Why and How Parents Promote Math Learning with their Young Children: A Mixed-Methods Investigation
Elliott, L. E., Bachman, H. J., & Henry, D. A. (2019) · Parenting · doi:10.1080/15295192.2019.1694830 · Cited by 29 · see citing works
Pearman, F. A., Springer, M. P., Lipsey, M. W., Lachowicz, M. J., Swain, W. A., & Farran, D. C. (2020) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2020.1749740 · Cited by 29 · see citing works
The Use of Textbooks in the Teaching-Learning Process
Mithans, M., & Grmek, M. I. (2020) · doi:10.18690/978-961-286-358-6.10 · Cited by 28 · see citing works
The structure of early numeracy: Evidence from multi-factorial models
Devlin, D., Moeller, K., & Sella, F. (2022) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2022.100171 · Cited by 29 · see citing works
A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten
Cohen‐Vogel, L., Little, M., Jang, W., Burchinal, M., & Bratsch‐Hines, M. (2021) · AERA Open · doi:10.1177/23328584211006163 · Cited by 28 · see citing works
A Cautionary Tale: How Children’s Books (Mis)Teach Shapes
Nurnberger‐Haag, J. (2016) · Early Education and Development · doi:10.1080/10409289.2016.1242993 · Cited by 27 · see citing works
Math Intervention For Latino Parents and Kindergarteners Based on Food Routines
Leyva, D., Davis, A. F., & Skorb, L. (2018) · Journal of Child and Family Studies · doi:10.1007/s10826-018-1085-5 · Cited by 27 · see citing works
Fitzgerald, J., Elmore, J., Relyea, J. E., & Stenner, A. J. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000386 · Cited by 27 · see citing works
Bloom, H. S., & Weiland, C. (2015) · MDRC · Cited by 27 · see citing works
Cook, K. D., Dearing, E., & Zachrisson, H. D. (2017) · International journal of child care and education policy/International journal of child care and education · doi:10.1186/s40723-017-0039-5 · Cited by 26 · see citing works
Leyva, D., Tamis‐LeMonda, C. S., & Yoshikawa, H. (2019) · The Elementary School Journal · doi:10.1086/703104 · Cited by 26 · see citing works
Yelverton, R., & Mashburn, A. J. (2018) · Springer eBooks · doi:10.1007/978-3-319-90200-5_1 · Cited by 25 · see citing works
The Effects of a Structured Curriculum on Preschool Effectiveness
Rege, M., Størksen, I., Solli, I., Kalil, A., McClelland, M., ten Braak, D., Lenes, R., Lunde, S., Breive, S., Carlsen, M., et al. (2021) · The Journal of human resources · doi:10.3368/jhr.0220-10749r3 · Cited by 13 · see citing works
Early Grade Teacher Effectiveness and Pre-K Effect Persistence
Swain, W. A., Springer, M. G., & Hofer, K. G. (2015) · AERA Open · doi:10.1177/2332858415612751 · Cited by 25 · see citing works
Ho, H.-R., Hubbard, E. M., & Mutlu, B. (2024) · Proceedings of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642806 · Cited by 24 · see citing works
SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot
Ho, H.-R., Kargeti, N., Liu, Z., & Mutlu, B. (2025) · Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713330 · Cited by 24 · see citing works
Baroody, A. J., Clements, D. H., & Sarama, J. H. (2022) · Education Sciences · doi:10.3390/educsci12030195 · Cited by 30 · see citing works
Le, V., Schaack, D. D., Neishi, K., Hernandez, M. W., & Blank, R. K. (2019) · American Educational Research Journal · doi:10.3102/0002831218813913 · Cited by 24 · see citing works
Neighborhood disadvantage and children’s cognitive skill trajectories
Vinopal, K. M., & Morrissey, T. W. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105231 · Cited by 25 · see citing works
The Multifactorial Nature of Early Numeracy and Its Stability
Braeuning, D., Ribner, A., Moeller, K., & Blair, C. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.518981 · Cited by 24 · see citing works
Weiland, C., Unterman, R., & Shapiro, A. (2021) · Child Development · doi:10.1111/cdev.13499 · Cited by 22 · see citing works
Number Sense on the Number Line
Woods, D. M., Ketterlin–Geller, L. R., & Basaraba, D. L. (2017) · Intervention in School and Clinic · doi:10.1177/1053451217712971 · Cited by 22 · see citing works
Ho, H.-R., White, N. T., Hubbard, E. M., & Mutlu, B. (2023) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3585088.3589358 · Cited by 21 · see citing works
Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies
Sarama, J. H., & Clements, D. H. (2015) · Early mathematics learning and development · doi:10.1007/978-981-287-215-9_10 · Cited by 20 · see citing works
Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms
McGuire, P., Kinzie, M. B., Thunder, K., & Berry, R. Q. (2014) · Early Education and Development · doi:10.1080/10409289.2015.968241 · Cited by 21 · see citing works
Casa, T. M., Firmender, J. M., Gavin, M. K., & Carroll, S. R. (2016) · Gifted Child Quarterly · doi:10.1177/0016986216671806 · Cited by 20 · see citing works
Kindergarten in a Large Urban District
Engel, M., Jacob, R. T., Claessens, A., & Erickson, A. (2021) · Educational Researcher · doi:10.3102/0013189x211041586 · Cited by 20 · see citing works
Self-citationStein, A., & Coburn, C. E. (2021) · Educational Policy · doi:10.1177/08959048211058441 · Cited by 19 · see citing works
From structure to process: Do students' own construction of their classroom drive their learning?
Schenke, K. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.01.006 · Cited by 19 · see citing works
Coordination between Head Start and Elementary Schools to Enhance Children’s Kindergarten Success
Cook, K. D., & Coley, R. L. (2019) · Early Education and Development · doi:10.1080/10409289.2019.1656318 · Cited by 18 · see citing works
Associations between executive function and early math and literacy skills in preschool children
Ernst, J. R., Grenell, A., & Carlson, S. M. (2022) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2022.100201 · Cited by 18 · see citing works
Instructional Approaches in Kindergarten: What Works for Whom?
Chiatovich, T., & Stipek, D. J. (2016) · The Elementary School Journal · doi:10.1086/687751 · Cited by 18 · see citing works
Abry, T., Granger, K. L., Bryce, C. I., Taylor, M., Swanson, J., & Bradley, R. H. (2018) · School Psychology Quarterly · doi:10.1037/spq0000235 · Cited by 18 · see citing works
Linking Teacher Instruction and Student Achievement in Mathematics: The Role of Teacher Language
Grammer, J. K., Coffman, J. L., Sidney, P. G., & Ornstein, P. A. (2016) · Journal of Cognition and Development · doi:10.1080/15248372.2015.1068777 · Cited by 18 · see citing works
- Authors
- Engel, M., Claessens, A., & Finch, M. A.
- Affiliations
- Vanderbilt University (US)
- University of Chicago (US)
- Salisbury University (US)
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2013-06
- Volume
- 35
- Issue
- 2
- Pages
- 157-178
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- OpenAlex
- W243652177
- Cited by
- 259
- References
- 35
- Citations by year
- 2026: 20 · 2025: 10 · 2024: 22 · 2023: 23 · 2022: 18 · 2021: 24 · 2020: 26 · 2019: 25 · 2018: 19 · 2017: 17 · 2016: 30 · 2015: 14 · 2014: 7 · 2013: 4
- FWCI
- 7.65
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Evaluation and Policy Analysis (publishedVersion)
- Society for Research on Educational Effectiveness
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- kindergarten mathematics, mathematics education, mathematics achievement, counting, geometric figures, early childhood mathematics, low-achieving students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
