Persistence and Convergence: The End of Kindergarten Outcomes of Pre-K Graduates and Their Nonattending Peers

Autor/inn/en	Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A.
Titel	Persistence and Convergence: The End of Kindergarten Outcomes of Pre-K Graduates and Their Nonattending Peers
Quelle	In: Developmental Psychology, 56 (2020) 11, S.2027-2039 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ansari, Arya) ORCID (Pianta, Robert C.) ORCID (Whittaker, Jessica V.) ORCID (Vitiello, Virginia E.) ORCID (Ruzek, Erik A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001115
Schlagwörter	Preschool Education; Program Effectiveness; Low Income Students; Kindergarten; Graduates; Academic Achievement; Executive Function; Individual Differences; Achievement Tests; Social Development; Student Characteristics; Family Characteristics; Attendance; Emotional Development; Teacher Student Relationship; School Readiness; Student Attitudes; Persistence; Outcomes of Education; Woodcock Johnson Tests of Achievement; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Schulleistung; Individueller Unterschied; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Soziale Entwicklung; Anwesenheit; Gefühlsbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Readiness for school; School ability; Schulreife; Schülerverhalten; Ausdauer; Lernleistung; Schulerfolg
Abstract	The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of achievement and executive functioning skills at the end of kindergarten, and also that the benefits of pre-K at the start of the year diminished by a little more than half. This convergence between groups' performance was largest for more constrained skills, such as letter-word identification, and was attributed to the fact that nonattenders made greater gains in kindergarten as compared with graduates of pre-K. Importantly, convergence in the groups' performance in kindergarten was not attributed to pre-K children's classroom experiences in kindergarten. Convergence was, however, attributable to preexisting individual differences, and there was support for the notion that even though children's skills are susceptible to improvement as a result of pre-K, their longer-term outcomes are likely to be impacted by factors that are outside the scope of early schooling. (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	2024/1/01