Kindergarten convergence is not attributable to pre-K children's kindergarten classroom experiences but is attributable to preexisting individual differences¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r? · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Convergence in kindergarten was not attributed to pre-K children's kindergarten classroom experiences. → Erik Ruzek 2020 q3 i? Convergence was instead attributable to preexisting individual differences, suggesting longer-term outcomes are shaped by factors outside early schooling. → Erik Ruzek 2020 (2)

Evidence¶

Erik Ruzek 2020¶

Erik Ruzek, Arya Ansari, Robert Pianta, Jessica Whittaker, Virginia Vitiello. (2020). Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers. Developmental Psychology, 56(11), 2027–2039. https://doi.org/10.1037/dev0001115

q3 · i? · associational · r?

The study reports that "convergence in the groups’ performance in kindergarten was not attributed to pre-K children’s classroom experiences in kindergarten," ruling out kindergarten classroom quality as the explanation in this sample of 2,581 children.

"convergence in the groups’ performance in kindergarten was not attributed to pre-K children’s classroom experiences in kindergarten"

Erik Ruzek 2020 (2)¶

Erik Ruzek, Arya Ansari, Robert Pianta, Jessica Whittaker, Virginia Vitiello. (2020). Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers. Developmental Psychology, 56(11), 2027–2039. https://doi.org/10.1037/dev0001115

q3 · i? · associational · r?

The authors report convergence was "attributable to preexisting individual differences" and found "support for the notion" that longer-term outcomes are impacted by factors outside the scope of early schooling, despite pre-K improving children's skills.

"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"

Discussion¶

Related Claims¶

• Convergence is attributed to nonattenders making greater gains in kindergarten than pre-K graduates — related
• Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year — related
• Pre-K graduates outperform nonattending peers in achievement and executive functioning at the end of kindergarten — related
• Convergence between pre-K graduates and nonattenders is largest for more constrained skills such as letter-word identification — related
• Pre-K benefits were studied among children from low-income homes in a large and diverse county (n = 2,581) — related
• NC Pre-K participants made greater gains than expected for normal developmental growth, with particular benefits for dual language learners and low-income students — related
• A year of West Virginia Pre-K produced substantial gains in print awareness at kindergarten entry, and the program meets all 10 NIEER quality standards — related