Children who attend pre-kindergarten are advanced on language, reading, writing, and math skills compared to similar children who did not attend¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Children who attend pre-kindergarten are advanced on language, reading, writing, and math skills compared to similar children who did not attend pre-kindergarten. → High-Quality Early Child Education is Associated With 2023

Evidence¶

High-Quality Early Child Education is Associated With 2023¶

High-Quality Early Child Education is Associated With... (2023). Regional Educational Laboratory West, WestEd. https://ies.ed.gov/ncee/edlabs/regions/west

q2 · i? · review · r1

The summary reports, citing Gormley, Gayer, Phillips, and Dawson (2005) on universal pre-k and cognitive development, pre-k attendees "advanced on language, reading, writing, and math skills" versus similar non-attendees. No effect sizes printed.

"Children who attend pre-kindergarten are advanced on language, reading, writing, and math skills compared to similar children who did not attend pre-kindergarten."

Discussion¶

Learner Variables¶

• Time and Continuity — predictor: learners who differ on it differ in outcomes
• Writing Skills — outcome: instruction changes it

Related Claims¶

• Early childhood education attendance is associated with higher high school completion, college attendance, and employment — related
• Children attending early childhood education programs are far more likely to be on track in emergent literacy and numeracy — related
• Early childhood education attendance is associated with decreased high school disciplinary measures including juvenile incarceration compared to similar non-attending children — related
• Children who attend pre-kindergarten are more ready for kindergarten at the end of their pre-k year than children who do not attend — related
• Attendance in preschool and kindergarten is framed as important to young learners' school success — a broader claim this one bears on
• Pre-kindergarten attendance yields small positive impacts on social-emotional development, executive functioning, and emotion recognition — related
• Full-day pre-k attendance is associated with stronger pre-k attendance and kindergarten readiness in English language development and early literacy for ELs — a narrower finding that bears on this claim
• Pre-K graduates outperform nonattending peers in achievement and executive functioning at the end of kindergarten — possibly the same claim (merge candidate)
• Michigan's GSRP participants showed better kindergarten readiness, fewer grade repetitions, better reading and math proficiency, and better on-time graduation rates than non-participants, per a HighScope longitudinal evaluation — a narrower finding that bears on this claim
• Enrolling in CPS pre-k before age four is associated with stronger kindergarten readiness in English language development and early reading for ELs — a narrower finding that bears on this claim
• Preschool attendees outperform informal-care peers on academic achievement from kindergarten through early adolescence — related
• Negative psychosocial effects of preschool concentrate in full-day programs, with no academic difference between full- and part-day attendance and no program-type differences — a narrower finding that bears on this claim