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Persistence and Convergence: The End of Kindergarten Outcomes of Pre-K Graduates and Their Nonattending Peers
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Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A. – Developmental Psychology, 2020
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 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…
Descriptors: Preschool Education, Program Effectiveness, Low Income Students, Kindergarten
Persistence and Convergence: The End of Kindergarten Outcomes of Pre-K Graduates and Their Non-Attending Peers
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Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A. – Grantee Submission, 2020
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed non-attenders in the areas of…
Descriptors: Preschool Education, Program Effectiveness, Low Income Students, Kindergarten
Patterns of School Readiness Forecast Achievement and Socioemotional Development at the End of Elementary School
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Sabol, Terri J.; Pianta, Robert C. – Child Development, 2012
A person-oriented approach examined patterns of functioning in social and executive function domains at 54 months and in turn forecasted 5th-grade socioemotional and achievement outcomes for 944 children. Six distinct profiles of 54-month school readiness patterns predicted outcomes in 5th grade with indications of cross-domain association between…
Descriptors: School Readiness, Low Achievement, Academic Achievement, Short Term Memory
Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings
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Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee – Early Childhood Research Quarterly, 2012
With the rising number of Latino and dual language learner (DLL) children attending pre-k and the importance of assessing the quality of their experiences in those settings, this study examined the extent to which a commonly used assessment of teacher-child interactions, the Classroom Assessment Scoring System (CLASS), demonstrated similar…
Descriptors: Classroom Techniques, School Readiness, Predictive Validity, Evaluation Methods
Children's Classroom Engagement and School Readiness Gains in Prekindergarten
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Chien, Nina C.; Howes, Carollee; Burchinal, Margaret; Pianta, Robert C.; Ritchie, Sharon; Bryant, Donna M.; Clifford, Richard M.; Early, Diane M.; Barbarin, Oscar A. – Child Development, 2010
Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement:…
Descriptors: Group Instruction, Play, School Readiness, Preschool Education
Empirically-Derived, Person-Oriented Patterns of School Readiness in Typically-Developing Children: Description and Prediction to First-Grade Achievement
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Konold, Timothy R.; Pianta, Robert C. – Applied Developmental Science, 2005
School readiness assessment is a prominent feature of early childhood education. Because the construct of readiness is multifaceted, we examined children's patterns on multiple indicators previously found to be both theoretically and empirically linked to school readiness: social skill, interactions with parents, problem behavior, and performance…
Descriptors: School Readiness, Early Childhood Education, Outcomes of Education, Predictive Validity