The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups

Autor/inn/en	Ansari, Arya; Zimmermann, Kathryn; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Yang, Qingqing; Ruzek, Erik A.
Titel	The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups
Quelle	In: American Educational Research Journal, 60 (2023) 6, S.1139-1173 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ansari, Arya) ORCID (Pianta, Robert C.) ORCID (Ruzek, Erik A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312231195559
Schlagwörter	Preschool Children; Kindergarten; Grade 1; Public Schools; Socioeconomic Status; Social Emotional Learning; Language Skills; Low Income Students; Spanish Speaking; Academic Achievement; Executive Function; Classroom Environment; Program Effectiveness; Educational Quality; Teacher Student Relationship; Student Characteristics; Family Characteristics; English Language Learners; Virginia; Woodcock Johnson Tests of Achievement; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Language skill; Sprachkompetenz; Schulleistung; Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic and executive function persisted through the end of first grade but were 75% to 80% smaller than at kindergarten entry. Kindergarten and first-grade classroom environments did not sustain pre-K benefits. Although the initial benefits of pre-K were larger for dual language learners and children in poverty relative to English speakers and low-income children, there were no differential benefits by the end of first grade. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01