Dynamics between reading and math proficiency over time in secondary education – observational evidence from continuous time models

Abstract Introduction Reading and math proficiency are assumed to be crucial for the development of other academic skills. Further, different studies found reading and math development to be related. We contribute to the literature by looking at the relationship between reading and math using continuous time models. In contrast to previous studies, this allows us to (a) report estimates for autoregressive and cross-lagged effects for a range of possible time intervals while still only estimating one set of continuous time parameters and (b) identify peak effects for the relationship between the two. Using data from Starting Cohort 3 of the National Educational Panel Study, we find, in line with previous evidence, a larger effect of reading on math than the other way around. Furthermore, we identify peak standardized cross-lagged effects ( $${a}_{reading\to math}\approx 0.30$$ , $${a}_{math\to reading}\approx 0.13$$ ) for a time interval of approximately 6 months.