Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?

<b>Replication files for publication:</b>Curran, F.C. &amp; Kitchin, J. (2019).Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades? AERA Open, https://doi.org/10.1177/2332858419861081<br><br><b>Abstract:</b>Recent evidence points to the early elementary grades as a pivotal point
for the development of science learning trajectories and achievement
gaps. Using data from the Early Childhood Longitudinal Study, this study
estimates the degree to which time spent on science and the breadth of
science topics/skills covered predict science achievement in the
earliest grades of elementary school. Using regression along with school
fixed effects and student fixed effects models, we find suggestive
evidence in some models (student fixed effects and regression with
observable controls) that time on science instruction is related to
science achievement but little evidence that the number of science
topics/skills covered are related to greater science achievement. These
results are generally consistent across student subgroups. We discuss
the implications for early science policy and practice.<br><br><br>