Developmental Skills Linked to Math and Science Achievement

  • Research Project

What We Do

This project seeks to better understand, devise, and rapidly test interventions to support students’ foundational, developmental skills such as motivation, executive function, visuo-spatial skills, and phonological processing.

Project Info

Project Status: September 2015 - Present

Funding Source: National Science Foundation (NSF)

Partners: Kevin Grimm, Arizona State University

This work builds on prior NSF-supported research on socio-demographic achievement gaps by proposing to (1) expand longitudinal data analyses of early developmental skills that are linked to later math/science, (2) strengthen the statistical methodology to include analysis at the math/science subscale level, (3) use latent profile analysis to cluster children with similar profiles and utilize growth models to predict achievement trajectories as skills change, (4) formalize and shorten the process involved in the design, development and experimental testing of interventions, (5) develop strategies for combining interventions during the transition to school, and (6) formulate a comprehensive national strategy and priorities for addressing the skill deficits linked to math/science achievement gaps. 

Project Team

Julia Blodgett

Julia Blodgett

  • Associate Professor
  • Clinical Psychologist
David W. Grissmer

David W. Grissmer

  • Research Professor
Chris S Hulleman

Chris S. Hulleman

  • Research Professor


Cameron, C. E., Grimm, K. J., Steele, J. S., Castro-Schilo, L., & Grissmer, D. W. (online 2014). Nonlinear Gompertz curve models of achievement gaps in reading and mathematics. Journal of Educational Psychology

Kim, H., Murrah, W. H., CAMERON, C. E., Brock, L. L., Cottone, E. A., & Grissmer, D. (2014). Psychometric properties of the teacher-reported Motor Skills Rating ScaleJournal of Psychoeducational Assessment

Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2014). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. Journal of Early Adolescence.

Hulleman, C. S., & Barron, K. E. (In press). Motivation interventions in education: Bridging theory, research, and practice. To appear in: L. Corno & E. M. Anderman (Eds.), Handbook of Educational Psychology, 3rd Ed. (2016). Routledge, Taylor and Francis: New York, NY.

Related Centers

  • Research Lab

Motivate Lab

The Motivate Lab is driven to improve people’s lives through rigorous motivation research and to understand the mindsets that promote learning, growth, and well-being.

  • Research Center

Center for Advanced Study of Teaching and Learning

Founded in 2006, CASTL is an interdisciplinary research center that aims to advance the quality of teaching and learning, from infancy to higher education. Our research initiatives span the globe and our faculty are leading the way to promote meaningful changes in education. 

Contact Us

Office Location

  • Ridley Hall 250

Mailing Address

  • P.O. Box 800784
    Charlottesville VA 22903