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Sustaining the Pre-K Boost: Skill Type Matters. Policy Brief

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Title: Sustaining the Pre-K Boost: Skill Type Matters. Policy Brief
Language: English
Authors: Robert Pianta, Kelly Purtell, Meghan McCormick, Lisa Knoche, Margaret Burchinal, Dana Ludvik, Ellen Peisner-Feinberg, Early Learning Network at the University of Nebraska-Lincoln
Source: Early Learning Network - University of Nebraska-Lincoln. 2021.
Availability: Early Learning Network. University of Nebraska-Lincoln. 62 Carolyn Pope Edwards Hall, Lincoln, NE 68588-0235. Tel: 402-472-2448; e-mail: earlylearningnetwork@unl.edu; Web site: https://earlylearningnetwork.unl.edu/
Peer Reviewed: N
Page Count: 7
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Document Type: Reports - Evaluative
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Preschool Education
Descriptors: Preschool Children, Kindergarten, School Readiness, Program Effectiveness, Academic Achievement, Basic Skills, Control Groups, Preschool Education, Skill Development
Abstract: The experiences and learning opportunities children are exposed to in pre-K give them a boost as they enter school. However, the positive effects of pre-K attendance on children's academic and cognitive skills become smaller and sometimes disappear by third grade due to non-attenders "catching-up" to their peers. To make pre-K programs more effective, it may be key to create policies and practices that strengthen instruction to support children's unconstrained skills, such as vocabulary, problem-solving and critical thinking. This brief examines patterns of children's performance on assessments of different types of skills in the fall and spring of kindergarten for children who attended pre-K and their classmates who had no prior pre-K experience. The authors explore factors that may be related to reasons why growth in pre-K attenders' skills slows during the kindergarten year, in turn helping non-attenders quickly "catch up" to their peers. This brief concludes by providing recommendations for policy and practice.
Abstractor: ERIC
IES Funded: Yes
Entry Date: 2024
Accession Number: ED652238
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Sustaining the Pre-K Boost: Skill Type Matters. Policy Brief
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  Data: <searchLink fieldCode="SO" term="%22Early+Learning+Network+-+University+of+Nebraska-Lincoln%22"><i>Early Learning Network - University of Nebraska-Lincoln</i></searchLink>. 2021.
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  Data: Early Learning Network. University of Nebraska-Lincoln. 62 Carolyn Pope Edwards Hall, Lincoln, NE 68588-0235. Tel: 402-472-2448; e-mail: earlylearningnetwork@unl.edu; Web site: https://earlylearningnetwork.unl.edu/
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Skills%22">Basic Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The experiences and learning opportunities children are exposed to in pre-K give them a boost as they enter school. However, the positive effects of pre-K attendance on children's academic and cognitive skills become smaller and sometimes disappear by third grade due to non-attenders "catching-up" to their peers. To make pre-K programs more effective, it may be key to create policies and practices that strengthen instruction to support children's unconstrained skills, such as vocabulary, problem-solving and critical thinking. This brief examines patterns of children's performance on assessments of different types of skills in the fall and spring of kindergarten for children who attended pre-K and their classmates who had no prior pre-K experience. The authors explore factors that may be related to reasons why growth in pre-K attenders' skills slows during the kindergarten year, in turn helping non-attenders quickly "catch up" to their peers. This brief concludes by providing recommendations for policy and practice.
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  Data: 2024
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  Data: ED652238
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED652238
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      – Text: English
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      Pagination:
        PageCount: 7
    Subjects:
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Kindergarten
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      – SubjectFull: School Readiness
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      – SubjectFull: Basic Skills
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      – SubjectFull: Preschool Education
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      – SubjectFull: Skill Development
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