The Kindergarten Hotspot
Literacy Skill Convergence Between Boston Prekindergarten Enrollees and Nonenrollees
Bibliographic Data
| ID | 21301537 |
|---|---|
| Authors | Christina Weiland (0000-0001-7181-8799, University of Michigan, corresponding author), Rebecca Unterman (MDRC), Anna Shapiro (0000-0001-9312-1300, University of Michigan) |
| Year | 2021 |
| Volume | 92 |
| Issue | 2 |
| Pages | 600-608 |
| Publication date | 2021-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.13499 |
| PMID | 33389752 |
| OpenAlex | W3121102731 |
| Language | EN |
| Citations received | 13 |
| References cited | 19 |
Preschool improves children’s kindergarten readiness, but the cognitive outcomes of preschool enrollees and nonenrollees tend to converge partially or fully in elementary school. In older programs, most of this convergence occurs in kindergarten (Li et al., 2016), but evidence from today’s programs is sparse. Using data on 4,971 children who applied to the Boston Public School Prekindergarten program and a quasi-experimental approach, we examine convergence in kindergarten through third grade (K-3) literacy outcomes of prekindergarten enrollees and nonenrollees. Consistent with previous literature, most of the convergence in K-3 literacy outcomes occurred in kindergarten. Our findings suggest that detailed investigations into the kindergarten teaching and learning context may be particularly important for solving the widely noted preschool convergence pattern
Cognition · Cognitive development · Context (archaeology) · Convergence (economics) · Developmental psychology · Early literacy · Literacy · Mathematics education · Pedagogy · Preschool education · Child Development and Digital Technology · Early Childhood Education and Development · Psychology · School Choice and Performance
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
Teaching Toward Equity
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
Instructional alignment is associated with PreK persistence
Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network
Learning experiences vary across young children in the same classroom
Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality
Exploring the Theory of Preschool Skill Convergence Through a National Survey of Kindergarten Teachers
Tender Shoots
Moving Beyond Point in Time Estimates
The First-Grade Outcomes of Pre-K Attendees
Skill Building in Early Care and Education Programs
Causal Inference for Statistics, Social, and Biomedical Sciences
Socioeconomic Gaps in Early Childhood Experiences
Is Kindergarten the New First Grade?
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
Reading and Language in the Early Grades
Teaching Students What They Already Know? The (Mis)Alignment Between Mathematics Instructional Content and Student Knowledge in Kindergarten
The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade
The dog that didn’t bark
An effectiveness‐based evaluation of five state pre‐kindergarten programs
The Effects of Tulsa's Pre‐K Program on Middle School Student Performance
From Birth to School
Recent Developments in the Econometrics of Program Evaluation
| Citations per year | 2.6 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |