School of Education
Tyler Watts is a Ph.D. student in the School of Education with a specialization in Educational Policy and Social Context (EPSC). Tyler will complete his Ph.D. in the spring of 2017, and will be seeking an academic position for the Fall of 2017.
Tyler’s research focuses on the development of academic and cognitive skills. He is particularly interested in interventions and instructional methods that promote mathematics achievement during preschool and early-grade years. Tyler is also currently working on projects that examine the long-run returns to academic competencies.
Tyler graduated with a B.A. in Psychology and Religious Studies from the University of Texas at Austin.
Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J., Wolfe, C. B., & Spitler, M. E. (in press). What is the long-run impact of learning mathematics during preschool? Child Development.
Watts, T. W., Clements, D. H., Sarama, J., Wolfe, C. B., Spitler, M. E., & Bailey, D. H. (in press). Does early mathematics intervention make lower-achieving children learn like higher-achieving children? Journal of Research on Educational Effectiveness.
Schenke, K., Nguyen, T., Watts. T. W., Clements, D. H., Sarama, J., Wolfe, C. B., & Spitler, M. E. (in press). Differential effects of the classroom on African American and non-African American’s mathematics achievement. Journal of Educational Psychology.
Engel, M., Claessens, A., Watts, T. W., & Stone, S. (in press). Socioeconomic inequality at school entry: A cross-cohort comparison of families and schools. Children and Youth Services Review.
Engel, M., Claessens, A., Watts, T. W., & Farkas, G. (2016). Mathematics content coverage and student learning in kindergarten. Educational Researcher, 45(5), 293-300.
Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36, 550-560.
Watts, T. W., Duncan, G. J., Chen, M., Claessens, A., Davis-Kean, P. E., Duckworth, K., Engel, M., Siegler, R. S., & Susperreguy, M. I. (2015). The role of mediators in the development of longitudinal mathematics achievement associations. Child Development, 86(6), 1892-1907. doi: 10.1111/cdev.12416
Watts, T. W., Duncan, G. J., Siegler, R. S., Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352-360. doi: 10.3102/0013189X14553660
Bailey, D. H., Watts, T. W., Littlefield, A. K.,& Geary, D. C. (2014). State and trait effects on individual differences in children’s mathematical development. Psychological Science, 25(11), 2017-2026. Advance online publication. doi: 10.1177/0956797614547539
Vandell, D. L., Larson, R., Mahoney, J. L., & Watts, T. W. (2015). Children’s Organized Activities. In R.M. Lerner (Series Ed.), M.H. Bornstein & T. Leventhal (Vol. Eds.), Handbook of child psychology: Vol. 4. Ecological Settings and processes in developmental systems (7th ed.). New York: Wiley.
Vandell, D. L., & Watts, T. W. (forthcoming). Self care. In R. M. Lerner (Series Ed.), M. H. Bornstein (Vol. Eds.), The SAGE encyclopedia of lifespan human development. Thousand Oaks, CA: SAGE.