The Role of Planning Skills in the Income–Achievement Gap

Gary W. Evans

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Early Childhood Education and Development School Choice and Performance Cognitive Abilities and Testing

Abstract

The pervasive income-achievement gap has been attributed in part to deficiencies in executive functioning (EF). The development of EF is related to children's planning ability, an aspect of development that has received little attention. Longitudinal data from the National Institute of Child Health and Human Development study of early child care show that early childhood poverty (1 and 24 months) is significantly related to fifth grade, math, and reading achievement (n = 1,009). The ability to plan in Grade 3, indexed by the Tower of Hanoi task, mediates the income-achievement gap in math and to a lesser extent in reading. IQ was incorporated as a statistical control throughout.

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References

2014Wechsler Abbreviated Scale of Intelligence 2002Socioeconomic Status and Child Development 2005Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research 1998Meaningful Differences in the Everyday Experience of Young American Children 1998Socioeconomic disadvantage and child development.2006Skill Formation and the Economics of Investing in Disadvantaged Children 2003The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech 2006An Interactionist Perspective on the Socioeconomic Context of Human Development

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2018Social-Class Disparities in Higher Education and Professional Workplaces: The Role of Cultural Mismatch 2020Individual differences in executive function partially explain the socioeconomic gradient in middle‐school academic achievement 2018The relationship between cognitive enrichment and cognitive control: A systematic investigation of environmental influences on development through socioeconomic status

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