Effects of a State Pre-kindergarten Program on the Kindergarten Readiness and Attendance of At-Risk Four-Year-Olds

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-09-04 DOI:10.1007/s10643-024-01736-3
Jamie Heng-Chieh Wu, Hope Onyinye Akaeze, Laurie A. Van Egeren
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Abstract

The effect of public pre-kindergarten (pre-K) on the short-term outcomes of children from disadvantaged backgrounds is well established; however, the mechanisms for this effect are not well understood. Of the many factors that influence how pre-K participants progress during and after kindergarten, one understudied factor is the effect of pre-K participation on kindergarten attendance. The effects of absenteeism are cumulative, and habits established early in the school years are likely to affect later school outcomes. Thus, if pre-K improves kindergarten attendance, participants may be poised for later school success. To begin to test this hypothesis, we conducted a quasi-experimental study to examine the kindergarten readiness of 19,490 children and attendance records of 39,113 children who either were enrolled in Michigan’s Great Start Readiness Program (GSRP) or were placed on waitlists because their GSRP sites were full. Using variants of multilevel modeling, we found, as expected, that GSRP children performed better than waitlisted children on the Kindergarten Readiness Assessment. Examination of kindergarten attendance records found that waitlisted children were more likely to be absent than their counterparts who participated in GSRP, with particularly strong effects for children who were Black, economically disadvantaged, or English Language Learners.

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州立学前班计划对 4 岁高危儿童的入园准备和出勤率的影响
公立学前班(pre-K)对弱势儿童短期成果的影响已得到公认;然而,这种影响的机制却不甚明了。在影响学前班参与者在幼儿园期间和之后的进步的诸多因素中,一个未被充分研究的因素是学前班的参与对幼儿园出勤率的影响。旷课的影响是累积性的,学龄初期养成的习惯很可能会影响以后的学习成绩。因此,如果学前班提高了幼儿园的出勤率,那么参加学前班的学生就可能为以后的学业成功做好准备。为了开始验证这一假设,我们进行了一项准实验研究,考察了 19490 名儿童的幼儿园就学准备情况和 39113 名儿童的出勤记录,这些儿童要么参加了密歇根州的 "良好开端准备计划"(Great Start Readiness Program,GSRP),要么因其 "良好开端准备计划 "地点已满而被列入候补名单。通过使用多层次模型的变体,我们发现,正如预期的那样,GSRP 儿童在幼儿园准备评估中的表现优于候补名单上的儿童。对幼儿园出勤记录的检查发现,与参加 GSRP 的儿童相比,被列入候补名单的儿童更有可能缺勤,这对黑人儿童、经济困难儿童或英语语言学习者的影响尤为明显。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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