Affiliation:
1. Department of Psychology Georgetown University Washington District of Columbia USA
2. Independent Consultant Georgetown University Washington District of Columbia USA
3. Early Childhood Education Institute University of Oklahoma Tulsa Oklahoma USA
Abstract
AbstractThe current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills—both academic and executive functioning (EF)—than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first‐grade (2020–2021) based on whether they had attended public preschool (school‐based pre‐k; Head Start) versus no preschool. In our race‐ethnically diverse sample of children (48% Hispanic/Latinx; 21% Black; 14% White; 9% Native American; 9% multiracial) from low‐income families, preschool attenders showed advantages on English literacy, English language, and math in kindergarten, which mostly persisted into first‐grade. Preschool did not boost EF in kindergarten or first‐grade.
Funder
Eunice Kennedy Shriver National Institute of Child Health and Human Development
Foundation for Child Development
Spencer Foundation
Subject
Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health
Cited by
6 articles.
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