Differences in children's social skills account for roughly 10–20% of the convergence in academic test scores¶

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? The social-skills difference attributed to preschool enrollment accounted for roughly 10–20% of the convergence in academic test scores from kindergarten through eighth grade, as lower social skills led to fewer academic gains. → 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

In the same mediational decomposition models of the matched ECLS-K sample, children who attended preschool demonstrated lower social skills during kindergarten, which in turn resulted in them making fewer academic gains; the printed share of convergence attributed to social skills was roughly 10–20%, with no standardized effect size printed.

"the difference in children’s social skills throughout middle childhood that was attributed to preschool enrollment accounted for roughly 10–20% of the convergence in their academic test scores from kindergarten through eighth grade"

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Academic convergence between preschool and informal-care groups occurs almost entirely in kindergarten and first grade — related
• Preschool attendees outperform informal-care peers on academic achievement from kindergarten through early adolescence — related
• Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year — related