Children from low-income families in economically diverse preschools show greater language gains than peers in less diverse programs¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a small study of seven preschool programs, children from low-income families in economically diverse programs had significantly greater language score gains than peers in less economically diverse programs. → Plasencia 2024

Evidence¶

Plasencia 2024¶

Plasencia, S., & Melnick, H. (2024). Strategies to foster integration in early childhood education. Learning Policy Institute. https://doi.org/10.54300/639.507

q2 · i? · review · r2

The report describes a small study comparing language growth of 3- to 6-year-olds from low-income families in economically integrated versus primarily low-income preschools. Children started with similar scores, but "children in the economically diverse programs had significantly greater gains in their language scores."

"While the children from low-income families entered preschool with similar language scores, by the spring, children in the economically diverse programs had significantly greater gains in their language scores than peers in less economically diverse programs."

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Children's language and math outcomes improve as average classroom income and socioeconomic diversity increase — related
• The ECE system is socioeconomically segregated because means-tested programs sort children by family income — related