The association between preschool competencies and fifth grade achievement does not differ across the achievement distribution¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Spline regressions fitting separate segments for the bottom, middle, and top thirds of the distribution found no consistent evidence of significant slope differences, suggesting preschool gains matter for both low- and high-achieving children. → Nguyen 2016

Evidence¶

Nguyen 2016¶

Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement? Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2016.02.003

q2 · i? · associational · r3

Supplemental spline regression analysis of the fully controlled models examined children one standard deviation above and below the mean and three linear segments per competency; no printed effect sizes accompany this null finding.

"In both cases, we found no consistent evidence of significant differences in slopes, suggesting that gains in mathematics achievement during preschool matter for both low- and high-achieving children."

Discussion¶

Related Claims¶

• Preschool counting and cardinality competencies are the strongest predictors of fifth grade mathematics achievement among the measured preschool domains — related
• Advanced counting competencies predict fifth grade mathematics achievement whereas basic counting does not when both are included together — related
• Basic counting competencies alone are considerably predictive of fifth grade mathematics achievement when modeled without advanced counting — related
• Gains in counting and cardinality during the preschool year are associated with roughly half a standard deviation higher fifth grade mathematics achievement — related
• The counting and cardinality coefficient is significantly larger than the coefficients for patterning, geometry, and measurement and data — related
• ChatGPT exposure effects vary across the school performance distribution, with positive estimates for lower-performing schools and negative for top-performing schools, but this pattern is not robust — related