Running head: PREDICTING SUCCESS ON HIGH-STAKES MATH TESTS Predicting success on high-stakes math tests from preschool math measures among children from low-income homes Emily R. Fyfe, Indiana University Bethany Rittle-Johnson, Vanderbilt University Dale C. Farran, Vanderbilt University Uncorrected proof of article: Fyfe, 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 Author Note Emily 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. Research 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. Address correspondence to Emily R. Fyfe, Department of Psychological and Brain Sciences, Indiana University, 1101 E. 10th Street, Bloomington IN 47405. Email:
[email protected]. PREDICTING SUCCESS ON HIGH-STAKES MATH TESTS 2 Abstract State 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.