Kids Today
The Rise in Children’s Academic Skills at Kindergarten Entry
Bibliographic Data
| ID | 9735135 |
|---|---|
| Authors | Daphna Bassok (University of Virginia, Charlottesville, Va, corresponding author), Scott Latham (0000-0003-1145-4588, Stanford University, Palo Alto, CA) |
| Year | 2017 |
| Volume | 46 |
| Issue | 1 |
| Pages | 7-20 |
| Publication date | 2017-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x17694161 |
| OpenAlex | W2775003108 |
| Language | EN |
| Citations received | 14 |
| References cited | 31 |
Private and public investments in early childhood education have expanded significantly in recent years. Despite this heightened investment, we have little empirical evidence on whether children today enter school with different skills than they did in the late nineties. Using two large, nationally representative data sets, this article documents how students entering kindergarten in 2010 compare to those who entered in 1998 in terms of their teacher-reported math, literacy, and behavioral skills. Our results indicate that students in the more recent cohort entered kindergarten with stronger math and literacy skills. Results for behavioral outcomes were mixed. Increases in academic skills over this period were particularly pronounced among Black children. Implications for policy are discussed
Academic skills · Cohort · Developmental psychology · Literacy · Mathematics education · Pedagogy · Private school · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance
Closing Achievement Gaps Through Preschool-to-Third-Grade Programs
Comparing the Content of, and Home Language Use Policies for Six Gold®-Based Kindergarten Entry Assessments
Links Between Early Educator Psychological Well-Being and Time Spent on Academic Activities in Child-Care Settings
The Texas Kindergarten Entry Assessment
The Adoption of Test-Based Grade Retention Policies
Early Warning Indicators in Education
Mind the kinder-gap
The Role of Early Schooling in Shaping Inequality in Academic, Executive Functioning, and Social-Emotional Skills
Changes in academic instructional experiences in Head Start classrooms from 2001–2015
Can parents do it all? Changes in parent involvement from 1997 to 2009 among Head Start families
Quality” assurance features in state-funded early childhood education
Trends in Children’s Academic Skills at School Entry
Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten
Advanced Content Coverage at Kindergarten
From Neurons to Neighborhoods
Socioeconomic Gaps in Early Childhood Experiences
Is Kindergarten the New First Grade?
Kindergarten skills and fifth-grade achievement
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
Teacher-Based Judgments of Academic Achievement
Are There Long-Term Effects of Early Child Care?
Does prekindergarten improve school preparation and performance?
How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star
Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development
Early Childhood Intervention and Life-Cycle Skill Development
How much is too much? The influence of preschool centers on children's social and cognitive development
Teaching Students What They Already Know? The (Mis)Alignment Between Mathematics Instructional Content and Student Knowledge in Kindergarten
Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
Understanding the Black-White Test Score Gap in the First Two Years of School
Raising teacher education levels in Head Start
Adult outcomes as a function of an early childhood educational program
School readiness and later achievement
Children's early approaches to learning and academic trajectories through fifth grade
Early behavioral associations of achievement trajectories
Mathematics Content Coverage and Student Learning in Kindergarten
Contexts of child rearing
| Unique citing works | 14 |
|---|---|
| Citations per year | 2 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |