Associations between School Characteristics and Learning Gains for Pre-K Attenders and Non-Attenders: Important Constructs, Limited Evidence
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| Title: | Associations between School Characteristics and Learning Gains for Pre-K Attenders and Non-Attenders: Important Constructs, Limited Evidence |
|---|---|
| Language: | English |
| Authors: | Arya Ansari, Natalie Koziol, Meghan McCormick, Kelly Purtell, Tzu-Jung Lin, Mary Bratsch-Hines, Laura Kuhn, Amanda Witte, Ximena Franco-Jenkins, The Early Learning Network Key Investigators |
| Source: | Grantee Submission. 2025 72:182-194. |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A210538 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Elementary Schools, Elementary School Students, Institutional Characteristics, Kindergarten, Grade 1, Academic Achievement, Attendance, Beginning Teachers, Expenditures, Teacher Student Ratio, School Readiness, Teacher Attendance, Individual Characteristics |
| Geographic Terms: | Massachusetts, Nebraska, North Carolina, Ohio, Virginia |
| DOI: | 10.1016/j.ecresq.2025.03.001 |
| Abstract: | Drawing on data from the Early Learning Network (n =4,807; 47% Hispanic; 25% White; 14% Black; 9% Asian; 4% Multiracial; 1% Other) along with the Stanford Education Data Archive, Civil Rights Data Collection, and Common Core of Data, this study examined the associations between several aspects of elementary school characteristics and children's math, language, and literacy learning from kindergarten to first grade. Additionally, this study considered whether these associations differed based on pre-K attender status. Results from multilevel models indicated that schools' academic performance, student and teacher absenteeism, novice teacher employment, expenditures, and student-teacher ratios were not consistently associated with growth in children's academic learning, and when significant, associations were small. Moreover, even though pre-K attenders entered kindergarten with stronger academic skills, and these benefits diminished by the end of first grade, there was little evidence to suggest that school characteristics mattered differentially for pre-K attender and non-attenders. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/sfnhp/overview?view_only=4a2fd10a260c45e1bb54ca952bdb80e0 |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED676505 |
| Database: | ERIC |
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