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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“Across several domains of academic skill, many children from low-income families are not considered by teachers to be school-ready when they enter kindergarten, and, as a result, they often have truncated long-term trajectories of educational attainment (Duncan et al., 2007; Entwisle et al., 2005; Lee & Burkham, 2003;…”
BackgroundInfluential
Las influencias del hogar, el pre-escolar y la escuela primaria sobre el rendimiento educativo a los once años del niño
Melhuish, E. C., Sammons, P., Sylva, Κ., Siraj, I., & Taggart, B. (2014) · Education Policy Analysis Archives · doi:10.14507/epaa.v22.1893 · Cited by 3
Early childhood education and care (ECEC) and reading acquisition in at-risk readers: Does quantity matter?
Kruk, R. S., Prentice, S., & Moen, K. B. (2011) · Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement · doi:10.1037/a0022706 · Cited by 5
Child Care Choices of Hispanic Families: Why Aren't Families Using Center Care?
Daugherty, L. (2010) · RAND Corporation eBooks · doi:10.7249/rgsd258 · Cited by 3
The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledge and Skills (TAKS) scores among selected Title I elementary schools: A record of study
Maldonado, W. T. (2008) · Cited by 3
Makro-strukturelle Determinanten der gesundheitlichen Ungleichheit im Jugendalter
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Preschool and Academic School Readiness Among Young Children of Asian and Hispanic Immigrant Mothers
Lee, R. (2016) · Journal of Social Service Research · doi:10.1080/01488376.2016.1164105 · Cited by 4
Second-language-acquisition developmental differences: exploring migrant children’s language production in a daycare setting
Torres, K. M., & Arrastia-Chisholm, M. C. (2017) · Early Child Development and Care · doi:10.1080/03004430.2017.1413554 · Cited by 3
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Lapointe, P., Pagani, L. S., & Martin, I. (2023) · Revue de psychoéducation · doi:10.7202/1097132ar · Cited by 3
Early Childhood Experiences of Black Children in a Diverse Midwestern Suburb
Kenly, A., & Klein, A. (2020) · Journal of African American Studies · doi:10.1007/s12111-020-09461-y · Cited by 3
Analysis of Children’s Primary School Readiness According to Some Variables
Yalçın, B. A. Y., & Bay, D. N. (2019) · Proceedings of The World Conference on Research in Teaching and Education · doi:10.33422/worldte.2019.12.922 · Cited by 3
Early years experience and longer-term child development: research and implications for policymaking
Melhuish, E. C. (2011) · BIROn (Birkbeck, University of London) · Cited by 3
Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt
Krafft, C., Raikes, A., Towfighian, S. N., & Mojgani, R. S. (2023) · World Bank, Washington, DC eBooks · doi:10.1596/1813-9450-10317 · Cited by 3
“Two particularly unique contributions are measuring inequality in pre-primary quality in a MENA context and comparing the relative inequality of home environments and pre-primary quality.”
Background
Erken Çocukluk Döneminde Matematik Becerilerinin Desteklenmesinde Ev Ortamı ve Ailenin Rolü
Bilgen, Z., & Akman, B. (2021) · Okul Öncesi ve Temel Eğitim Dergisi · doi:10.29329/jpee.2021.422.1 · Cited by 2
Nature preschool offers school readiness skills comparable to those of a typical preschool
Savolainen, K. (2024) · Environmental Education Research · doi:10.1080/13504622.2024.2444688 · Cited by 2
“(Aksoy and Baran 2010; Barnett and Hustedt 2003; Bierman and Torres 2016; B. C. Chow and Louie 2013; Justice et al. 2008; Keys et al. 2013; Magnuson et al. 2004).”
A review of research on achievement gap, 1934 to 2023
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“This school of thought emphasises the importance of the early years of a child’s life, family dynamics, and child development programmes to strengthen school readiness and eliminate the achievement gap (e.g. Brooks-Gunn and Markman 2005; Duncan and Sojourner 2013; Magnuson et al. 2004).”
The relationship between early childhood education quality, subjective well-being, and development in preschoolers in China
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Kindergarten As Protective Factor In Development Of Preschool Children From Risk Groups: Capacities perception of preschool teachers / Vrtić kao zaštitni čimbenik u razvoju predškolske djece iz rizičnih skupina: percepcija radnih kapaciteta odgajatelja
Vorkapić, S. T., Mihić, I., & Matovina, M. (2019) · Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje · doi:10.15516/cje.v20i0.3025 · Cited by 2
“Positive effects of high quality ECEC programs are found in several areas of child’s development, such as emotional regulation and social participation and functioning, and academic achievement (Belsky et al., 2007; Burchinal et al., 2002; Camili et al., 2010; Magnuson et al., 2004).”
Background
Moral Development versus Academic Achievement in the Children of Graduate and Under-Graduate Mothers: A Comparative Study
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“…in center-based ECE programs, including HS, which may vary in quality, has the potential to enhance children’s academic and cognitive development (ACF, 2020; Atteberry et al., 2019; R. Lee et al., 2014; Li et al., 2013; Loeb et al., 2007; Magnuson et al., 2004; Robin et al., 2006; Walters, 2015).”
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Laurin, I., Bilodeau, A., & Chartrand, S. (2012) · doi:10.17269/cjph.103.2950 · Cited by 2
Adapting Programs for Young Children
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La «school readiness» e la sua misura: uno strumento di rilevazione per la scuola dell’infanzia
Coggi, C., & Ricchiardi, P. (2014) · Journal of Educational Cultural and Psychological Studies (ECPS Journal) · doi:10.7358/ecps-2014-009-cogg · Cited by 2
“Secondo ricerche americane, i bambini svantaggiati e quelli immigrati frequentano inoltre meno regolarmente la scuola dell’infanzia e afferiscono con maggiore probabilità ad istituti che si trovano in quartieri deprivati e hanno un’offerta formativa di minor qualità (Magnuson et al., 2004).”
Background
Children's Communication and Socialization Skills by Types of Early Education Experiences
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Maturité scolaire et mobilisation communautaire : étude rétrospective dans un quartier Montréalais
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Measuring Learning Outcomes in Kenya: Context and Perspectives
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SCHOOL READINESS: DOES IT MATTER IF PARENTS AND CAREGIVERS THINK ALIKE?
Jigjidsuren, D. (2019) · Carolina Digital Repository (University of North Carolina at Chapel Hill) · doi:10.17615/whcn-j716 · Cited by 2

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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