Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, Woodcock-Johnson psycho-educational battery-revised. Allen, TX: DLM Teaching Resources) administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children's mastery of three numeric competencies (counting, concrete representational arithmetic and abstract arithmetic operations) at 54 months of age. We find that, even after controlling for key demographic characteristics, the numeric competency that children master prior to school entry relates to important educational transitions in secondary and post-secondary education. Those children who showed low numeric competency prior to school entry enrolled in lower math track classes in high school and were less likely to enrol in college. Important numeracy competency differences at age 54 months related to socioeconomic inequalities were also found. These findings suggest that important indicators of long-term schooling success (i.e., advanced math courses, college enrollment) are evident prior to schooling based on the levels of numeracy mastery.

中文翻译：

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如何开始很重要：早期的算术掌握预示着高中数学课程的学习和大学入学率


使用来自 Woodcock-Johnson 成绩测试应用问题子测试的数据（Woodcock & Johnson，1989/1990， Woodcock-Johnson 心理教育电池修订版。Allen，TX：DLM 教学资源），对来自国家研究所的 1,364 名儿童进行了测试儿童健康与人类发展 (NICHD) 早期儿童保育和青少年发展研究 (SECCYD) 的这项研究衡量了 54 个月大的儿童对三种数字能力（计数、具体代表性算术和抽象算术运算）的掌握情况。我们发现，即使在控制了关键的人口特征之后，儿童在入学前掌握的数字能力也与中学和中学后教育的重要教育转变有关。那些在入学前表现出较低数学能力的孩子在高中就读了较低的数学课程，并且不太可能进入大学。还发现了 54 个月大时与社会经济不平等相关的重要计算能力差异。这些发现表明，长期学校教育成功的重要指标（即高等数学课程、大学入学率）在上学之前就基于数学掌握水平而显而易见。