Academic Content, Student Learning, and the Persistence of Preschool Effects

Autor/inn/en	Claessens, Amy; Engel, Mimi; Curran, F. Chris
Titel	Academic Content, Student Learning, and the Persistence of Preschool Effects
Quelle	In: American Educational Research Journal, 51 (2014) 2, S.403-434 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831213513634
Schlagwörter	Academic Achievement; Kindergarten; Nursery Schools; Reading Instruction; Mathematics Instruction; Preschool Education; Outcomes of Education; Educational Quality; Context Effect; Achievement Gains; Instructional Effectiveness; Measures (Individuals); Parent Surveys; Parents; Young Children; Teacher Characteristics; Institutional Characteristics; Family Characteristics; Student Characteristics; Reading Achievement; Mathematics Achievement; Regression (Statistics); Predictor Variables; Course Content; Federal Programs; Low Income Groups + Suchen Sie Ihr Suchwort? Schulleistung; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Leseunterricht; Mathematics lessons; Mathematikunterricht; Pre-school education; Vorschulerziehung; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Messdaten; Eltern; Frühe Kindheit; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Prädiktor; Kursprogramm
Abstract	Little research has examined the relationship between academic content coverage in kindergarten and student achievement. Using nationally representative data, we examine the association between reading and mathematics content coverage in kindergarten and student learning, both overall and for students who attended preschool, Head Start, or participated in other child care prior to kindergarten entry. We find that all children benefit from exposure to advanced content in reading and mathematics and that students do not benefit from basic content coverage. Interestingly, this is true regardless of whether they attended preschool, began kindergarten with more advanced skills, or are from families with low income. Policy implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10