Child Care and Early Education Research Connections

Skip to main content

When do the literacy skills of preschool attenders and non-attenders converge?: Evidence from Boston

Description:
Attending preschool improves children's kindergarten readiness, but the cognitive outcomes of preschool attenders and non-attenders tend to converge partially or fully in elementary school. In older programs, most of the non-attender "catch up" occurs in kindergarten (Li et al., 2016), but evidence from today's programs is relatively sparse. Using data on approximately 5,000 Boston Public School prekindergarten appliers and a quasi-experimental approach, we examine convergence patterns in the K-3 literacy outcomes of prekindergarten attenders and non-attenders. Consistent with the previous literature, we find that most of the convergence in K-3 literacy outcomes occurs in kindergarten. Our findings suggest that detailed investigations into the kindergarten teaching and learning context may be particularly important for solving the widely noted preschool convergence pattern. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Massachusetts

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

The kindergarten hotspot: Literacy skill convergence between Boston prekindergarten enrollees and nonenrollees

Reports & Papers

Early childhood education attendance and nonattendance in Samoa

Reports & Papers

Denver Preschool Program evaluation 2010-2011

Fact Sheets & Briefs
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT