LAUSR

Abstract This study examined the associations between academic knowledge, executive functions, and behavioral skills in kindergarten and third grade among children in the Early Childhood Longitudinal Study – Kindergarten Class of 2010–2011. Cross-sectional latent profile analyses (LPAs) were estimated to examine profiles of academic (i.e., math and reading), cognitive (i.e., executive function), and behavioral (i.e., approaches to learning and externalizing behaviors) skills among children in kindergarten (N = 15,770) and third grade (N = 11,730). Multilevel, multinomial logistic regression models were estimated to examine predictors of profile membership at each time point, including examining how kindergarten profile membership predicted third grade profile membership. Academic, cognitive, and behavioral skills appeared to become increasingly related over time, such that profiles in third grade showed less variability across domains than profiles in kindergarten. Furthermore, children classified into more adaptive profiles were more likely to be classified into an adaptive profile again in third grade.