Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality
Bibliographic Data
| ID | 6422089 |
|---|---|
| Authors | Anna D Johnson (0000-0002-9832-6724, Georgetown University), Anna Wright (0000-0002-2452-8120, Georgetown University), Anna M Wright (0000-0002-0168-2168), Anna Martins (0000-0001-6570-9254, Georgetown University), ANNE MARTIN (0000-0001-9392-4234), April Dericks (0000-0002-1121-304X, University of Oklahoma - Tulsa) |
| Year | 2025 |
| Volume | 72 |
| Pages | 56-68 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2025.02.001 |
| PMID | 40093765 |
| OpenAlex | W4407622806 |
| Language | EN |
| Citations received | 1 |
| References cited | 72 |
Developmental psychology · Moderation · Operations management · Preschool education · Quality (philosophy · Teacher Quality · Applied Psychology · Early Childhood Education and Development · Educational Environments and Student Outcomes · Engineering · Psychology · Social Psychology · Urban Green Space and Health
Handbook of Research on Student Engagement
Development of Academic Skills from Preschool Through Second Grade
Multilevel modeling myths.
Persistence and Fadeout in the Impacts of Child and Adolescent Interventions
Teacher-Child Relationships and Children's Success in the First Years of School
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
Measuring Early Care and Education Quality
Teacher–child relationships from an attachment perspective
Reading and Language in the Early Grades
Teacher–Child Relationships and the Development of Academic and Behavioral Skills During Elementary School
Self-Regulation in Early Childhood
Persistence and Fade-Out of Educational-Intervention Effects
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions
A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms
A deeper dive, a wider pool
Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina
The Kindergarten Hotspot
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
Does early childhood education help to improve high school outcomes? Results from Tulsa
Complementarities between early educational intervention and later educational quality? A systematic review of the sustaining environments hypothesis
The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade
The classroom relational environment and children’s early development in preschool
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Observations of teacher–child interactions in classrooms serving Latinos and dual language learners
Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement
Differences between Pre-K and Kindergarten classroom experiences
Elementary students’ effortful control and academic achievement
Academic gains in kindergarten related to eight classroom practices
Impacts of the New Mexico PreK initiative by children’s race/ethnicity
Widely used measures of classroom quality are largely unrelated to preschool skill development
To Whom Little Is Given, Much Is Expected
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
The usefulness of an observational measure of young children's social and mastery behaviors in early childhood classrooms
Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade
An effectiveness‐based evaluation of five state pre‐kindergarten programs
The Effects of Tulsa's Pre‐K Program on Middle School Student Performance
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners
Fadeout in an early mathematics intervention
Examining three hypotheses for pre-kindergarten fade-out
Persistence and convergence
When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills
The ISI Classroom Observation System
The First-Grade Outcomes of Pre-K Attendees
Academic Content, Student Learning, and the Persistence of Preschool Effects
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |