Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The initial advantage of pre-K attendance at the start of kindergarten shrank by a little more than half over the kindergarten year. → 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?
In the county-wide study of 2,581 low-income children, the abstract reports that "the benefits of pre-K at the start of the year diminished by a little more than half" during kindergarten, indicating substantial but incomplete convergence between groups.
"the benefits of pre-K at the start of the year diminished by a little more than half"
Discussion¶
Related Claims¶
- Children who attend pre-kindergarten are more ready for kindergarten at the end of their pre-k year than children who do not attend — the general claim this finding bears on, with the studies behind it
- 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
- Convergence is attributed to nonattenders making greater gains in kindergarten than pre-K graduates — related
- Four-year-olds who miss more preschool score lower on kindergarten readiness measures of math, letter recognition, and social-emotional development, even after controlling for incoming skills — 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
- 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
- Pre-kindergarten attendance yields small positive impacts on social-emotional development, executive functioning, and emotion recognition — related
- Academic convergence between preschool and informal-care groups occurs almost entirely in kindergarten and first grade — related
- Differences in children's social skills account for roughly 10–20% of the convergence in academic test scores — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pre-k-benefits-diminish-by-half-during-kindergarten |
title |
Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year |
description |
Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — erik-ruzek-2020 |
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