Pre-K Classroom-Economic Composition and Children's Early Academic Development

Autor/inn/en	Miller, Portia; Votruba-Drzal, Elizabeth; McQuiggan, Meghan; Shaw, Alyssa
Titel	Pre-K Classroom-Economic Composition and Children's Early Academic Development
Quelle	In: Journal of Educational Psychology, 109 (2017) 2, S.149-165 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000137
Schlagwörter	Preschool Education; School Demography; Economic Status; Preschool Children; Academic Achievement; Academic Ability; Low Income Students; Family Income; Student Characteristics; Literacy; Language Skills; Mathematics Skills; Achievement Tests; Intelligence Tests; Verbal Ability; Vocabulary; Classroom Environment; Family Characteristics; Regression (Statistics); Statistical Analysis; California; Georgia; Illinois; Kentucky; New York; Ohio; New Jersey; Massachusetts; Texas; Wisconsin; Washington; Woodcock Johnson Tests of Achievement; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Schulbesuchsrate; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Schulleistung; Familieneinkommen; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Klassenklima; Unterrichtsklima; Regression; Regressionsanalyse; Statistische Analyse; Kalifornien; Master-Studiengang
Abstract	There are currently 2 principal models of publicly funded prekindergarten programs (pre-K): targeted pre-K, which is means-tested, and universal pre-K. These programs often differ in terms of the economic characteristics of the preschoolers enrolled. Studies have documented links between individual achievement in school-age children and the economic composition of classroom peers, but little research has revealed whether these associations hold in pre-K classrooms. Using data from 2,966 children in 709 pre-K classrooms, we examined whether classroom-economic composition (i.e., average family income, standard deviation of incomes, and percentage of students from low-income households) relates to achievement in preschool. Furthermore, this study investigated whether associations between classroom-economic composition and achievement differed depending on initial academic skill level. Increased economic advantage in pre-K classrooms positively predicted spring achievement. Specifically, increasing aggregate classroom income between $22,500 and $62,500 was related to improvements in math scores. Increases in the proportion of children from low-income households in the classroom were negatively related to both math and literacy and language skills when increases occurred between 52.5% and 72.5% and 25% and 45%, respectively. There was limited evidence that links between classroom-economic composition and achievement differed depending on initial skill level. Results suggest that economically integrated pre-K programs may be more beneficial to preschoolers from low-income households' achievement than classrooms targeting economically disadvantaged children. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01