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

Version
1
Resource Type
Dataset : observational data, program source code
Creator
  • Curran, F. Chris (University of Maryland, Baltimore County)
  • Kitchin, James (University of Maryland, Baltimore County)
Publication Date
2018-12-31
Funding Reference
  • American Educational Research Association and NSF
    • Award Number: DRL-0941014
Free Keywords
Kindergarten; Science; Instruction
Description
  • Abstract

    Replication files for publication:Curran, F.C. & 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, https://doi.org/10.1177/2332858419861081

    Abstract:Recent 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.


  • Weighting

    Weights appropriate to ECLS analysis were used and documented in the replication code.
Temporal Coverage
  • 2010-01-01 / 2011-12-31
    Time Period: Fri Jan 01 00:00:00 EST 2010--Sat Dec 31 00:00:00 EST 2011
  • 2010-01-01 / 2011-12-31
    Collection Date(s): Fri Jan 01 00:00:00 EST 2010--Sat Dec 31 00:00:00 EST 2011
Geographic Coverage
  • Nationally representative of United States
Sampled Universe
Kindergarten students in the United States in 2010-11
Smallest Geographic Unit: United States
Sampling
Clustered and stratified, nationally representative sample
Collection Mode
  • cognitive assessment test~~telephone interview~~

Availability
Download
Relations
  • Cites
    DOI: 10.1177/2332858419861081 (Text)
Publications
  • Curran, F. Chris, and James Kitchin. “Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?” AERA Open 5, no. 3 (July 2019): 233285841986108. https://doi.org/10.1177/2332858419861081.
    • ID: 10.1177/2332858419861081 (DOI)

Update Metadata: 2019-07-23 | Issue Number: 1 | Registration Date: 2019-07-23

Curran, F. Chris; Kitchin, James (2018): Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E110622V1