Children who attend pre-kindergarten are more ready for kindergarten at the end of their pre-k year than children who do not attend¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Children who attend pre-kindergarten programs are more ready for kindergarten at the end of their pre-kindergarten year than children who do not attend. → 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 · r?

The summary reports, citing the Phillips et al. (2017) consensus statement on pre-kindergarten effects, greater kindergarten readiness among pre-k attendees at year end. No effect sizes are printed.

"Children who attend pre-kindergarten programs are more ready for kindergarten at the end of their pre-kindergarten year than children who do not attend pre-kindergarten."

Studies bearing on this claim¶

Does more time in preschool instruction (attending pre-K, attending more days) raise readiness at kindergarten entry, and does the difference last? This table gathers the studies behind this claim and the 4 narrower claims that bear on it: 4 distinct studies (2 associational, 1 review, 1 qualitative), q2–q3, 0 of 4 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Children who attend pre-kindergarten are advanced on language, reading, writing, and math skills compared to similar children who did not attend — related
• Children attending early childhood education programs are far more likely to be on track in emergent literacy and numeracy — a broader claim this one bears on
• Ready, Set, Leap!® effects do not persist to kindergarten follow-up on oral language, print knowledge, or math measures — related
• Fueling Brains pre-kindergarten gains persist to end of kindergarten on six of seven TX-KEA literacy and math subtests — related
• Pre-kindergarten students receiving CAPIT Reading instruction score higher on early literacy assessment than matched peers (effect size +0.19) — related
• In fall 1998, five percent of children were repeating kindergarten and six percent were attending kindergarten for the first time despite being age-eligible a year earlier — related
• At the end of first grade, children whose kindergarten entry was delayed were behind their classmates who began kindergarten on time in math — related
• At the end of first grade, children who repeated kindergarten had lower reading and math knowledge and skills than children who started on time — 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
• Chronically absent pre-kindergarten students (absent 10 percent or more of enrolled days) display lower academic and behavioral kindergarten readiness — 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 — 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
• Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year — related
• 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 — related