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A longitudinal study follows 519 low-income children aged 5–12, focusing on mathematics. Nonsymbolic quantity knowledge and repeating patterning knowledge measured at the end of preschool predict later performance on standards-based high-stakes tests across grades 4–6, beyond other skills. Effects are partially mediated through symbolic mapping and first-grade calculation knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/predicting-success-on-high-stakes-math-tests-research-paper/504687/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/predicting-success-on-high-stakes-math-tests-research-paper/504687.png","ImageObject",300,407,{"name":92,"@type":93},"gewufjwa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-04",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which preschool math measures predict success on high-stakes math tests later?","Question",{"text":112,"@type":113},"The study finds that nonsymbolic quantity knowledge and repeating patterning knowledge measured at the end of preschool reliably predict performance on high-stakes state tests across grades 4–6.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the preschool effects explained in the study?",{"text":117,"@type":113},"The effects of preschool math knowledge are partially mediated through symbolic mapping and calculation knowledge at the end of first grade.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main purpose of the paper?",{"text":121,"@type":113},"The paper examines which types of early math knowledge predict low-income children’s performance on standards-based high-stakes tests in grades 4 through 6, expanding beyond earlier focus on symbolic numeracy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},504687,1791492882,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747882900,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Running head: PREDICTING SUCCESS ON HIGH-STAKES MATH TESTS  \nPredicting success on high-stakes math tests from preschool math measures among children from  \nlow-income homes  \nEmily R. Fyfe, Indiana University  \nBethany Rittle-Johnson, Vanderbilt University  \nDale C. Farran, Vanderbilt University  \nUncorrected proof of article:  \nFyfe, E. R. , Rittle-Johnson, B. , & Farran, D. C. (2019) . Predicting success on high-stakes math tests from preschool math measures among children from low-income homes. Journal of Educational Psychology, 111(3), 402–413. [https://doi.org/10.1037/edu0000298](https://doi.org/10.1037/edu0000298)  \nAuthor Note  \nEmily R. Fyfe, Department of Psychological and Brain Sciences, Indiana University. Bethany Rittle-Johnson, Department of Psychology and Human Development, Vanderbilt University. Dale C. Farran, Department of Teaching and Learning, Peabody Research Institute, Vanderbilt University.  \nResearch supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305K050157 to Dale C. Farran and Mark Lipsey and grant R305A140126 to Dale Farran, and by the Heising-Simons Foundation (\\#2013-26) to Dale Farran. The opinions expressed are those of the authors and do not represent views of the funders. The authors thank the staff, teachers, and children in the Metro Nashville Public Schools for participating in this research.  \nAddress correspondence to Emily R. Fyfe, Department of Psychological and Brain Sciences, Indiana University, 1101 E. 10th Street, Bloomington IN 47405. Email: [efyfe@indiana.edu](efyfe@indiana.edu).  \nPREDICTING SUCCESS ON HIGH-STAKES MATH TESTS 2  \nAbstract  \nState mandated tests have taken center stage for assessing student learning and for holding teachers and students accountable for achieving adequate progress. What types of early knowledge predict performance on these tests, especially among low-income children who are at risk for poor performance? We report on a longitudinal study of 519 low-income American children from ages 5–12 with a focus on mathematics performance. We found that nonsymbolic quantity knowledge and repeating patterning knowledge at the end of preschool were reliable predictors of performance on standards-based high-stakes tests across three different grade levels (4th–6th grade), over and above other math and academic skills. Further, these effects of preschool math knowledge were partially mediated through symbolic mapping and calculation knowledge at the end of first grade. These findings suggest that nonsymbolic quantity knowledge and repeating patterning knowledge prior to formal schooling are valuable indicators oflowincome children’s performance on high-stakes state math tests in the middle grades.  \nKEYWORDS: Student Knowledge, Math Education, High Stakes Testing, Child Development, Longitudinal Studies  \nEducational Impact and Implications Statement  \nStudents are typically required to complete annual, statewide tests that measure important learning outcomes and assess whether students meet state academic standards. We found that two skills in preschool were important predictors of how children performed on a high-stakes state math test seven years later: children’s knowledge of repeating patterns (e.g., what two objects come next in this sequence?) and children’s knowledge of nonsymbolic quantities (e.g., which picture shows more grapes?) . These results can help inform early math content standards, which currently do not emphasize these two skills. Further, these results should encourage educators to attend to these two skills in early math settings as they may provide a foundation for later mathematics learning.  \nPREDICTING SUCCESS ON HIGH-STAKES MATH TESTS 3  \nPredicting success on high-stakes math tests from preschool math measures among children from  \nlow-income homes  \nLow-income students often struggle to become proficient in mathematics. For example, on the 2015 National Assessment of Educational Progress (N","cbCaicAPm4fhyHLj","https://ap.wps.com/l/cbCaicAPm4fhyHLj","pdf",490565,39,"English","# Abstract\n# Educational Impact and Implications Statement\n# Introduction\n## Mathematics achievement gaps for low-income students\n## Purpose and hypothesis of the study","[{\"question\":\"Which preschool math measures predict success on high-stakes math tests later?\",\"answer\":\"The study finds that nonsymbolic quantity knowledge and repeating patterning knowledge measured at the end of preschool reliably predict performance on high-stakes state tests across grades 4–6.\"},{\"question\":\"How are the preschool effects explained in the study?\",\"answer\":\"The effects of preschool math knowledge are partially mediated through symbolic mapping and calculation knowledge at the end of first grade.\"},{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"The paper examines which types of early math knowledge predict low-income children’s performance on standards-based high-stakes tests in grades 4 through 6, expanding beyond earlier focus on symbolic numeracy.\"}]","PREDICTING SUCCESS ON HIGH-STAKES MATH TESTS - Research paper | PDF",1791072851,98]