Pathways to Early Academic Achievement: Exploring the Contributions of Early Environments, Attention Regulation, and Language Skills

The current study investigated the longitudinal associations between home and classroom environments at age three and academic outcomes at age nine, as well as the mediating role of attention regulation and language skills around school entry. Data came from the first four waves of the Future of Families and Child Wellbeing study. Twenty-two percent of the mothers were White, 52% were African American, 22% were Hispanic, and 3% identified as other. Research Findings: There were no significant direct associations between early environments and later achievement. However, language at age five mediated the associations between the home environment at age three and academic skills, both mathematics and literacy, at age nine. Moreover, attention regulation at age five mediated the association between the classroom environment at age three and mathematics at age nine. Practice or Policy: The importance of early learning environments for children’s later academic achievement through school readiness skills (e.g. attention regulation and language), as well as research and policy implications are discussed.