Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations between Enrollment in PreK and Constrained and Unconstrained Skills across Kindergarten
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| Title: | Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations between Enrollment in PreK and Constrained and Unconstrained Skills across Kindergarten |
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| Language: | English |
| Authors: | Meghan McCormick (ORCID |
| Source: | Grantee Submission. 2021 92(4):e599-e620. |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305N160018 R305B150012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Preschool Education, Kindergarten, Language Skills, Mathematics Skills, Elementary School Mathematics, Literacy, Sustainability, Outcomes of Education, Family Income, Bilingual Students, Young Children |
| DOI: | 10.1111/cdev.13520 |
| ISSN: | 0009-3920 |
| Abstract: | This study examines whether associations between enrollment in public and non-public PreK and children's (N = 508; M[subscript age] = 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED662945 |
| Database: | ERIC |
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| Abstract: | This study examines whether associations between enrollment in public and non-public PreK and children's (N = 508; M[subscript age] = 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. |
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| ISSN: | 0009-3920 |
| DOI: | 10.1111/cdev.13520 |
