Kids Today: The Rise in Children's Academic Skills at Kindergarten Entry

Autor/inn/en	Bassok, Daphna; Latham, Scott
Titel	Kids Today: The Rise in Children's Academic Skills at Kindergarten Entry
Quelle	In: Educational Researcher, 46 (2017) 1, S.7-20 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
Schlagwörter	Kindergarten; Early Childhood Education; Literacy; Mathematics Skills; Bayesian Statistics; Comparative Analysis; Prior Learning; Achievement Gap; Child Development; School Readiness; Student Participation; Child Rearing; Demography; Institutional Characteristics; Socioeconomic Influences; Racial Differences; Longitudinal Studies; Behavior Change; Least Squares Statistics; Children; Surveys; Early Childhood Longitudinal Survey; Social Skills Rating System + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Vorkenntnisse; Kindesentwicklung; Readiness for school; School ability; Schulreife; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kindererziehung; Demografie; Sozioökonomischer Faktor; Rassenunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Survey; Umfrage; Befragung
Abstract	Private and public investments in early childhood education have expanded significantly in recent years. Despite this heightened investment, we have little empirical evidence on whether children today enter school with different skills than they did in the late nineties. Using two large, nationally representative data sets, this article documents how students entering kindergarten in 2010 compare to those who entered in 1998 in terms of their teacher-reported math, literacy, and behavioral skills. Our results indicate that students in the more recent cohort entered kindergarten with stronger math and literacy skills. Results for behavioral outcomes were mixed. Increases in academic skills over this period were particularly pronounced among Black children. Implications for policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01