Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
Dados Bibliográficos
| ID | 21301366 |
|---|---|
| Autores | Meghan Mccormick (0000-0003-3633-6369, MDRC, autor correspondente), Christina Weiland (0000-0001-7181-8799, University of Michigan), Joann Hsueh (MDRC), Mirjana Pralica (0000-0002-8676-9691, MDRC), Amanda Weissman (0000-0001-5381-4516, University of Michigan), Lillie Moffett (0000-0003-1233-5185, University of Michigan), Catherine E Snow (0000-0002-6292-1126), Catherine Snow (Harvard Graduate School of Education), Jason Sachs (0000-0001-7048-8257, Boston Public Schools) |
| Ano | 2021 |
| Volume | 92 |
| Fascículo | 4 |
| Páginas | e599-e620 |
| Data de publicação | 2021-07-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Child Development (JOURNAL) |
| Identificadores do periódico | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Editora | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.13520 |
| PMID | 33421107 |
| OpenAlex | W3120170077 |
| Idioma | EN |
| Citações recebidas | 34 |
| Referências citadas | 38 |
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten for unconstrained skills, relative to constrained skills. Only associations between non-public PreK and unconstrained language skills were sustained through the spring of kindergarten. Associations in the fall of kindergarten differed by family income and dual language learner (DLL) status but there was no subgroup variation by the spring of kindergarten. Implications for policy and practice are discussed
Developmental psychology · Dual language · Literacy · Mathematics education · Pedagogy · Variation (astronomy) · Early Childhood Education and Development · Educational and Psychological Assessments · Parental Involvement in Education · Psychology
Piecing together the puzzle
Impacts of the Chicago School Readiness Project on measures of achievement, cognitive functioning, and behavioral regulation in late adolescence
The Associations Between Temperament and Learning
Consistency and inconsistency in learning experiences across the early grades
Reaching for consensus about preschool curricula
The benefits of prekindergarten programs
Early Childhood Education Interventions for Racially Minoritized Children
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
Investigating the contributions of active, playful learning to student interest and educational outcomes
Instructional alignment is associated with PreK persistence
Differences between Pre-K and Kindergarten classroom experiences
Learning experiences vary across young children in the same classroom
Teacher-student racial-ethnic match and kindergarteners’ academic and cognitive and executive function gains
The mixed-delivery pre-k opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality
Associations between a preschool tuition credit and children’s school success outcomes
School entry skills and young adult outcomes
Teaching computational thinking to children in head start classrooms
State policy predictors of child care centers’ utilization of subsidies for children from underserved groups
Preschool Attendance, School Starting Age and Cultural-Financial Resources as Predictors of Adolescent’s Reading Comprehension
Does entering early childhood education as a toddler benefit language and social development until age seven? A propensity score analysis
Much hypothesized, rarely tested
Exploring the Theory of Preschool Skill Convergence Through a National Survey of Kindergarten Teachers
How Early Educators Make Emergent Curricula Work
Preschool Teachers’ Child-Directed Talk
Feasibility and Acceptability of an Active Playful Learning Intervention for Kindergarten Teachers Using Instructional Coaching
Understanding Young Children’s Learning and Development in the Wake of the Pandemic
Tender Shoots
Moving Beyond Point in Time Estimates
The First-Grade Outcomes of Pre-K Attendees
Pre-kindergarten classroom experiences and child outcomes through first grade
Making schools work
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Early Childhood Mathematics Education Research
Persistence and Fadeout in the Impacts of Child and Adolescent Interventions
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
Development of a measure of early mathematics achievement using the Rasch model
Peabody Picture Vocabulary Test--Fourth Edition
Reading and Language in the Early Grades
Parent–school relationships and children's academic and social outcomes in public school pre-kindergarten
Does Head Start Improve Children's Life Chances? Evidence from a Regression Discontinuity Design
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
The Kindergarten Hotspot
The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade
Predicting growth trajectories in early academic learning
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Promoting content-enriched alignment across the early grades
Do the short-term effects of a high-quality preschool program persist
Dual language learning, inhibitory control, and math achievement in Head Start and kindergarten
Commentary
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten 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
Reinterpreting the development of reading skills
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge
The effects of Tulsa’s CAP Head Start program on middle-school academic outcomes and progress
The Effects of Universal Pre-K on Cognitive Development
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom
The ISI Classroom Observation System
Mathematics Content Coverage and Student Learning in Kindergarten
Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies
Academic Content, Student Learning, and the Persistence of Preschool Effects
"The mechanisms and moderators of "fade-out
| Obras citantes distintas | 34 |
|---|---|
| Citações por ano | 6,8 |
| Intervalo de citações | 2021 - 2026 (6) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 32 |