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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both part- and full-day preschool attendees outperformed informal-care peers academically (8–22% of a SD), with no academic difference between full- and part-day programs, but negative psychosocial associations were only true among full-day attendees (8–33% of a SD vs informal care; 12–22% of a SD vs part-day). → Ansari 2018 q2 i? There was no evidence of differences between public prekindergarten programs and center-based care after propensity score matching. → Ansari 2018 (2)

Evidence¶

Ansari 2018¶

Ansari, A. (2018). The persistence of preschool effects from early childhood through adolescence. Journal of Educational Psychology, 110(7). https://doi.org/10.1037/edu0000255

q2 · i? · associational · r3

Re-estimated propensity-score-matched path models compared full-day (20+ hours/week) and part-day (5–20 hours/week) preschool attendees with informal-care children. Both dosage groups outperformed informal care academically (8–22% of a SD) with no full-versus-part difference, while negative psychosocial associations were only true among children in full-day programs (8–33% of a SD vs informal care; 12–22% vs part-day).

"the negative associations between preschool enrollment and children’s psychosocial functioning were only true among children in full-day programs, with effect sizes ranging from 8–33% of a SD when compared with children in informal care and 12–22% of a SD when compared with children in part-day programs."

Ansari 2018 (2)¶

Ansari, A. (2018). The persistence of preschool effects from early childhood through adolescence. Journal of Educational Psychology, 110(7). https://doi.org/10.1037/edu0000255

q2 · i? · associational · r3

After propensity score matching children in public prekindergarten programs (n = 2,576) and center-based care (n = 6,631) against informal care, the re-estimated path models showed no evidence of differences between the two program types; no effect sizes were printed for this null contrast.

"I found no evidence of differences across the two mutually exclusive groups of public prekindergarten programs and center-based care"

Discussion¶

Learner Variables¶

• Time and Continuity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Preschool attendees outperform informal-care peers on academic achievement from kindergarten through early adolescence — related
• Academic convergence between preschool and informal-care groups occurs almost entirely in kindergarten and first grade — related
• Children who attend pre-kindergarten are advanced on language, reading, writing, and math skills compared to similar children who did not attend — a broader claim this one bears on
• 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
• Preschool attendees show higher externalizing behavior that persists at reduced levels through fifth grade — related