Work

Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers.

Year: 2020

Type: article

Abstract: = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of achievement and executive functioning skills at the end of kindergarten, and also that the benefits of pre-K at the start of the year diminished by a little more than half. This convergence between groups' performance was largest for more constrained skills, such as letter-word identification, and was attributed to the fact that nonattenders made greater gains in kindergarten as compared with graduates of pre-K. Importantly, convergence in the groups' performance in kindergarten was not attributed to pre-K children's classroom experiences in kindergarten. Convergence was, however, attributable to preexisting individual differences, and there was support for the notion that even though children's skills are susceptible to improvement as a result of pre-K, their longer-term outcomes are likely to be impacted by factors that are outside the scope of early schooling. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Source: Developmental Psychology

DOI: 10.1037/dev0001115

Authors: Arya Ansari, Robert C. Pianta, Jessica V. Whittaker, Virginia E. Vitiello, Erik A. Ruzek

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: U.S. Department of Education

Award: G4309814527