Convergence is attributed to nonattenders making greater gains in kindergarten than pre-K graduates¶

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

Subclaims¶

q3 i? The narrowing gap was attributed to nonattenders making greater gains during kindergarten compared with pre-K graduates. → Erik Ruzek 2020

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 authors' analysis attributes group convergence to differential growth: "nonattenders made greater gains in kindergarten as compared with graduates of pre-K," in the study of 2,581 low-income children in a large diverse county.

"was attributed to the fact that nonattenders made greater gains in kindergarten as compared with graduates of pre-K"

Discussion¶

Related Claims¶

• Kindergarten convergence is not attributable to pre-K children's kindergarten classroom experiences but is attributable to preexisting individual differences — related
• Convergence between pre-K graduates and nonattenders is largest for more constrained skills such as letter-word identification — related
• Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year — related
• Pre-K benefits were studied among children from low-income homes in a large and diverse county (n = 2,581) — related
• Pre-K graduates outperform nonattending peers in achievement and executive functioning at the end of kindergarten — 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