Long-term academic benefits of preschool are almost entirely mediated by children's earlier skill development¶

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

Subclaims¶

q2 i? In autoregressive and cross-lag models, indirect effects of preschool on later academic functioning ranged from 8–16% of an SD, and earlier learning accounted for roughly 90–100% of the total direct association. → Ansari 2018

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

Mediational path models with autoregressive and cross-lagged pathways (CFIs > 0.95, RMSEA < 0.07) in the matched ECLS-K sample decomposed preschool's long-term academic association, with printed indirect effects ranging from 8–16% of a SD; the corresponding direct pathways were no longer statistically significant.

"the long-term associations between preschool enrollment and children’s academic functioning were almost entirely due to children’s earlier skill development, with indirect effects ranging from 8–16% of a SD"

Discussion¶

Related Claims¶

• Preschool attendees outperform informal-care peers on academic achievement from kindergarten through early adolescence — related
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — related