ERIC Number: ED662945
Record Type: Non-Journal
Publication Date: 2021-Aug
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations between Enrollment in PreK and Constrained and Unconstrained Skills across Kindergarten
Meghan McCormick; Christina Weiland; JoAnn Hsueh; Mirjana Pralica; Amanda K. Weissman; Lillie Moffett; Catherine Snow; Jason Sachs
Grantee Submission, Child Development v92 n4 pe599-e620 2021
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.
Related Records: EJ1305583
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305N160018; R305B150012