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The Long Reach of Early Math
Skills
Greg J. Duncan
Department of Education
University of California, Irvine
How important are school-entry and K-5 mathematics skills for:
School achievement High school completion and
college enrollment Crime in early adulthood
Bottom/to
p SES quintile
Hispanics
/White
s
-1.50
-1.25
-1.00
-0.75
-0.50
-0.25
0.00
0.25
-1.34
-0.62
-0.77
-0.03
-1.38
-0.85
-0.50
0.18
Figure 1: Math gaps in kindergarten and fifth grade
First grade Fifth grade
Gap
in
sta
nd
ard
devia
tion
un
its
Bottom/to
p SES quintile
Hispanics
/White
s
-1.50
-1.25
-1.00
-0.75
-0.50
-0.25
0.00
0.25
-1.34
-0.62
-0.77
-0.03
-1.38
-0.85
-0.50
0.18
Figure 1: Math gaps in kindergarten and fifth grade
First grade Fifth grade
Gap
in
sta
nd
ard
devia
tion
un
its
Early Skills and Behaviors
Achievement
Description:
Concrete math and reading
skills
Example test areas or question wording:
Knowing letters and numbers;
beginning word sounds, word
problems
Early Skills and Behaviors
Achievement Attention
Description:
Concrete math and reading
skills
Ability to control
impulses and focus on tasks
Example test areas or question wording:
Knowing letters and numbers;
beginning word sounds, word
problems
Can’t sit still; can’t
concentrate; score from a
computer test of impulse
control
Early Skills and Behaviors
Achievement Attention Problem Behaviors
Description:
Concrete math and reading
skills
Ability to control
impulses and focus on tasks
i) Ability to get along with others
ii) Sound mental health
Example test areas or question wording:
Knowing letters and numbers;
beginning word sounds, word
problems
Can’t sit still; can’t
concentrate; score from a
computer test of impulse
control
i) Cheats or tells lies, bullies, is disobedient at school
ii) Is sad, moody
Simple associations with later achievement
0 10 20 30 40 50 600
Simple associations with later achievement
0 10 20 30 40 50 600
ReadingMath
At-ten-tion
Anti-social/ Sad,
anxious
Effects on later achievement
0 10 20 30 40 50 600
Effects on later achievement
0 10 20 30 40 50 600
Anti-social/Sad,
anxious
Reading MathAt-ten-tion
Effects of persistent K-5 problems on high school dropout
0 10 20 30 400
Effects of persistent K-5 problems on high school dropout
0 10 20 30 400
AnxietyReading
Anti-social
At-ten-tion Math
Effects of persistent K-5 problems on never attending college
0 10 20 30 400
Anxiety
ReadingAnti-social
At-ten-tion Math
Effects of persistent K-5 problems on being arrested (males only)
0 10 20 300
At-ten-tion
MathReadingAnxiety Anti-
social
Summary
Early math skills (controlling IQ) correlated most strongly with future school achievement
Children with persistently low K-5 math skills:
– More likely to drop out of high school
– Considerably less likely to attend college
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