An Exploratory Study of Mathematics Proficiency Indicators for Early and Middle School Students Through the Lens of Early Childhood Education

ID: 50234 Type: Full Paper
  1. Phyllis Okwan, Southern University College and A&M, United States
  2. Joe Omojola, Southern University at New Orleans, United States
  3. Albertha Lawson, Southern University and A&M College, United States

Thursday, March 9 10:15-10:45 AM Location: Bickler View on map

No presider for this session.

Abstract: This research focused on performance indicators for elementary and middle school students. Performance indicators are factors that could hinder or enhance early childhood education. For instance, Engle & Black(2008) believed that poverty affects a child’s development and educational outcomes beginning in the formative years, both directly and indirectly through mediated, moderated, and transactional processes. Family involvement and household structure such as the presence of parents,and socio-economic status could also affect a child’s academic performance. Early childhood education such as daycare or head start programs could enhance a child’s future educational outcome. This research investigated the correlation between the aforementioned indicators and a child’s academic performance in elementary through middle school years. Research in this study serves as a foundation for future research and action indicators needed to improve mathematics proficiency in early childhood education.


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