Cited by 691Early Childhood Education and DevelopmentSchool Choice and PerformanceParental Involvement in Education

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Inequality in Preschool Education and School Readiness

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Magnuson, Katherine A., Meyers, Marcia K., Ruhm, Christopher J., Waldfogel, Jane·2004·American Educational Research Journal

DOI 10.3102/00028312041001115

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Abstract

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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“The study by Magnuson, Meyers, and Ruhm (2004) showed that the positive effects of center-based care programs on children’s reading and math performance were great even before the students entered school, for LEP children and for educationally disadvantaged children from low-income families.”
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Background
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“These children were also less likely to repeat kindergarten [30].”
Background

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)
ORCID: Magnuson, Katherine A.
Ruhm, Christopher J.
Waldfogel, Jane
Venue: American Educational Research Journal
Publisher: American Educational Research Association (AERA)
Published: 2004-01
Volume: 41
Issue: 1
Pages: 115-157
ISSN: 0002-8312 (ISSN-L)
1935-1011
DOI: 10.3102/00028312041001115
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
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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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Inequality in Preschool Education and School Readiness

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