The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
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?
In the citing paper
“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]
Citations
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
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
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
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 2,064
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
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
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
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
Early Childhood Mathematics Education Research
Sarama, J. H., & Clements, D. H. (2009) · Routledge eBooks · doi:10.4324/9780203883785 · Cited by 773
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
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
Starkey, P., Klein, A., & Wakeley, A. (2004) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2004.01.002 · Cited by 595
Siegler, R. S., & Ramani, G. B. (2009) · Journal of Educational Psychology · doi:10.1037/a0014239 · Cited by 563
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
Self-citationOECD (2004) · Programme for international student assessment/Internationale Schulleistungsstudie · doi:10.1787/9789264006416-en · Cited by 478
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
Learning and Teaching Early Math
Clements, D. H., & Sarama, J. H. (2009) · Routledge eBooks · doi:10.4324/9780203883389 · Cited by 372
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 329
Connor, C. M., Morrison, F. J., & Katch, L. E. (2004) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0804_1 · Cited by 314
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
Palardy, G. J., & Rumberger, R. W. (2008) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373708317680 · Cited by 282
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
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
Starkey, P., & Klein, A. (2000) · Early Education and Development · doi:10.1207/s15566935eed1105_7 · Cited by 227
Borman, G. D., & Kimball, S. M. (2005) · The Elementary School Journal · doi:10.1086/496904 · Cited by 219
Xue, Y., & Meisels, S. J. (2004) · American Educational Research Journal · doi:10.3102/00028312041001191 · Cited by 170
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
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
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
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
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
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
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
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
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
Research works printed but not linked: 20
- Bargagliotti A. E., 2009, Mathematics in kindergarten and first grade in the United States at the start of the 21st century
- Bronfenbrenner U., 1998, Handbook of child psychology: Theoretical models of human development, 1, 993
- Claessens A., Teachers College Record
- Cohen J., 2003, Applied multiple regression/correlation analysis for the behavioral sciences
- Danielson C., 1996, Enhancing professional practice: A framework for teaching
- Ginsburg A., 2005, Reassessing U.S. international mathematics performance: New findings from the TIMSS and PISA
- Ginsburg H., 2008, Society for Research in Child Development, Social Policy Report, 22, 3
- Goe L., 2007, The link between teacher quality and student outcomes: A research synthesis
- Goldhaber D., 2002, Education Next, 2, 50
- Guarino C. M., 2006, Teacher qualifications, instructional practices, and reading and mathematics gains of kindergartners
- Matsumura L. C., 2006, Measuring reading comprehension and mathematics instruction in urban middle schools: A pilot study of the Instructional Quality Assessment
- Morton B. A., 2007, Changes in instructional hours in four subjects by public school teachers in grades 1 through 4
- Mullis I., 2008, TIMSS 2007 international mathematics report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades
- National Mathematics Advisory Panel, 2008, Foundations for success: The final report of the National Mathematics Advisory Panel
- Phillips M., 1998, The Black-White test score gap, 229
- Reys B. J., 2008, Paper commissioned by the Committee for Early Childhood Mathematics, Mathematics Science Education Board, Center for Education, Division of Behavioral and Sciences Education, National Research Council
- Smith J. B., 2001, Instruction and achievement in Chicago elementary schools
- Tourangeau K., 2009, Early Childhood Longitudinal Study, kindergarten class of 1998-99 (ECLS-K) combined user’s manual for the ECLS-K eighth-grade and K-8 full sample data files and electronic codebook
- U.S. Department of Education, National Center for Education Statistics, 2009, Early Childhood Longitudinal Study, kindergarten class of 1998-99 (ECLS-K) K-8 full sample public-use data file
- Vygotsky L., 1978, Mind in society
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 839
Is Kindergarten the New First Grade?
Bassok, D., Latham, S., & Rorem, A. (2016) · AERA Open · doi:10.1177/2332858415616358 · Cited by 582
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
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 471
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
Metadata
- 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
- Social Sciences › Psychology › Developmental and Educational Psychology › 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
