Moving beyond Point in Time Estimates: Using Growth Models to Understand When PreK Convergence Happens, How, and for Which Skills
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| Title: | Moving beyond Point in Time Estimates: Using Growth Models to Understand When PreK Convergence Happens, How, and for Which Skills |
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| Language: | English |
| Authors: | Meghan McCormick (ORCID |
| Source: | Child Development. 2025 96(4):1354-1372. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305N160018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Enrollment, Preschool Children, Kindergarten, Young Children, Academic Ability, Executive Function, Interpersonal Competence, Social Development, Emotional Development, Grade 1, Language Skills, Mathematics Skills |
| DOI: | 10.1111/cdev.14240 |
| ISSN: | 0009-3920 1467-8624 |
| Abstract: | This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; M[subscript age] = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social-emotional skills across kindergarten (2017-2018) and first grade (2018-2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence between PreK enrollees and non-enrollees in language skills occurred during first grade than kindergarten. Convergence patterns were stronger in math during kindergarten than in first grade. There were no associations between PreK enrollment and executive functioning by spring of first grade; most convergence occurred in first grade. All other associations were null by first grade. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1475573 |
| Database: | ERIC |
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| Abstract: | This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; M[subscript age] = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social-emotional skills across kindergarten (2017-2018) and first grade (2018-2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence between PreK enrollees and non-enrollees in language skills occurred during first grade than kindergarten. Convergence patterns were stronger in math during kindergarten than in first grade. There were no associations between PreK enrollment and executive functioning by spring of first grade; most convergence occurred in first grade. All other associations were null by first grade. |
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| ISSN: | 0009-3920 1467-8624 |
| DOI: | 10.1111/cdev.14240 |
