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Inequality in Preschool Education and School Readiness
Open accessAbstract
Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, we analyze the effect of participation in child care and early education on children’s school readiness as measured by early reading and math skills in kindergarten and first grade. We find that children who attended a center or school-based preschool program in the year before school entry perform better on assessments of reading and math skills upon beginning kindergarten, after controlling for a host of family background and other factors that might be associated with selection into early education programs and relatively high academic skills. This advantage persists when children’s skills are measured in the spring of kindergarten and first grade, and children who attended early education programs are also less likely to be retained in kindergarten. In most instances, the effects are largest for disadvantaged groups, raising the possibility that policies promoting preschool enrollment of children from disadvantaged families might help to narrow the school readiness gap.
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“children in poverty are far less likely than their higher-income counterparts to enter school ready to learn (Magnuson et al. 2004).”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Magnuson et al. 2004
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“…that center-based child care and preschool programs may be particularly important for children with elevated risk factors (Currie & Thomas, 1999; Fantuzzo et al., 2005; Lee, Brooks-Gunn, & Schnur, 1988; Magnuson et al., 2004; Magnuson, Ruhm, & Waldfogel, 2007; Peisner-Feinberg et al., 2001).”
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An Innovative Preschool Education Method Based on Computer Multimedia Technology
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“In addition, the teacher and the students all should have a smart phone, and follow the official account of RC [15].”
BackgroundSchool accountability and the black–white test score gap
Gaddis, S. M., & Lauen, D. L. (2013) · Social Science Research · doi:10.1016/j.ssresearch.2013.10.008 · Cited by 34
Gilley, T., Tayler, C., Niklas, F., & Cloney, D. (2015) · International journal of child care and education policy/International journal of child care and education · doi:10.1186/s40723-015-0012-0 · Cited by 30
“The knowledge base is strongest around positive cognitive/academic gains from participation in kindergarten in the year before school (Duncan and NICHD ECCRN 2003; Gormley et al. 2005; Loeb et al. 2007; Magnuson et al. 2004; Spiess et al. 2003), including studies in Australia (Warren and Haisken-DeNew 2013).”
BackgroundRelating preschool class size to classroom quality and student achievement
Francis, J., & Barnett, W. S. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.05.002 · Cited by 47
Differentiated Instruction to Support High-Risk Preschool Learners
DeBaryshe, B. D., Gorecki, D. M., & Mishima-Young, L. N. (2009) · NHSA Dialog · doi:10.1080/15240750903075305 · Cited by 30
“Preschool attendance strengthens early academic skills and there is evidence that the benefits of preschool are stronger for at-risk children ( Magnuson, Meyers, Ruhm, & Waldfogel, 2004 ).”
BackgroundEarly Childhood Mathematics Learning
Clements, D. H., & Sarama, J. H. (2007) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-28141-200-320251017 · Cited by 29
Transition to School: Normative or Relative?
Dockett, S. (2013) · International perspectives on early childhood education and development · doi:10.1007/978-94-007-7350-9_14 · Cited by 31
Parental Work Arrangements and Child Development
Waldfogel, J. (2007) · Canadian Public Policy · doi:10.3138/cpp.33.2.251 · Cited by 29
Self-citationHandbuch frühkindliche Bildungsforschung
Stamm, M., & Edelmann, D. (2013) · Springer eBooks · doi:10.1007/978-3-531-19066-2 · Cited by 34
Pianta, R. C., Whittaker, J. V., Vitiello, V. E., Ansari, A., & Ruzek, E. A. (2018) · Early Education and Development · doi:10.1080/10409289.2018.1483158 · Cited by 29
Carolan, B. V. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.06.004 · Cited by 31
Metadata
- Authors
- Magnuson, K. A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J.
- Affiliations
- Columbia University (US)
- University of Washington (US)
- University of North Carolina at Greensboro (US)
- Venue
- American Educational Research Journal
- Published
- 2004-01
- Volume
- 41
- Issue
- 1
- Pages
- 115-157
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2132172481
- Cited by
- 691
- References
- 77
- Citations by year
- 2026: 12 · 2025: 15 · 2024: 23 · 2023: 21 · 2022: 28 · 2021: 28 · 2020: 30 · 2019: 39 · 2018: 41 · 2017: 28 · 2016: 38 · 2015: 48 · 2014: 45 · 2013: 58 · 2012: 47
- FWCI
- 110.64
- Type
- journal article
- Language
- en
- Open access
- green
- libres.uncg.edu
- Locations
- American Educational Research Journal (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- preschool education, school readiness, educational inequality, child care, early childhood education, reading skills, mathematical skills, kindergarten retention, disadvantaged children, family background, Early Childhood Longitudinal Study
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