Academic convergence between preschool and informal-care groups occurs almost entirely in kindergarten and first grade¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The initial academic benefits of preschool shrank by roughly 20% from fall to spring of kindergarten (p < .05), and about 70% of the total convergence by eighth grade had already occurred within the two years after preschool. → Ansari 2018 q2 i? Negative associations between preschool and externalizing behavior shrank by a little over 70% through fifth grade, while social-skills convergence occurred mainly between first and third grade. → Ansari 2018 (2)

Evidence¶

Ansari 2018¶

Ansari, A. (2018). The persistence of preschool effects from early childhood through adolescence. Journal of Educational Psychology, 110(7). https://doi.org/10.1037/edu0000255

q2 · i? · associational · r3

Difference-score analyses of matched ECLS-K samples compared regression slopes between waves to locate when convergence occurred. The article reports approximately 20% attenuation from fall to spring of kindergarten (p < .05) and roughly 20% more to spring of first grade (p < .10, marginal); no standardized effect sizes were printed.

"roughly 70% of the convergence that was documented by the end of eighth grade had already manifested during the two years after preschool."

Ansari 2018 (2)¶

Ansari, A. (2018). The persistence of preschool effects from early childhood through adolescence. Journal of Educational Psychology, 110(7). https://doi.org/10.1037/edu0000255

q2 · i? · associational · r3

The same convergence analyses showed the preschool-related externalizing-behavior disadvantage shrinking by a little over 70% through fifth grade, while for social skills convergence largely occurred between first and third grade; no effect sizes were printed for these convergence estimates.

"the negative associations between preschool enrollment and children’s externalizing behavior shrunk by a little over 70% through the end of fifth grade"

Discussion¶

Related Claims¶

• Preschool attendees outperform informal-care peers on academic achievement from kindergarten through early adolescence — related
• Differences in children's social skills account for roughly 10–20% of the convergence in academic test scores — related
• Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year — related
• Negative psychosocial effects of preschool concentrate in full-day programs, with no academic difference between full- and part-day attendance and no program-type differences — related