The DOI matches its Crossref record; 75 of the 77 references it cites were found in a registry or an index.
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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“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
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
(2012) · American Economic Review · doi:10.1257/aer.102.1.i · Cited by 8,245
From Neurons to Neighborhoods: The Science of Early Childhood Development
(2000) · doi:10.17226/9824 · Cited by 4,484
Meaningful Differences in the Everyday Experience of Young American Children
Panagos, R. J. (1998) · Remedial and Special Education · doi:10.1177/074193259801900609 · Cited by 4,183
From Neurons to Neighborhoods: The Science of Early Childhood Development
Carey, W. B. (2001) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/00004703-200104000-00011 · Cited by 2,678
Hoff, E. (2003) · Child Development · doi:10.1111/1467-8624.00612 · Cited by 2,346
Hussar, W. J., Planty, M., Aud, S., & Snyder, T. D. (2005) · Cited by 1,957
Consequences of growing up poor
Frasch, K. M. (1999) · Children and Youth Services Review · doi:10.1016/s0190-7409(99)00059-6 · Cited by 1,604
Consequences of growing up poor
Duncan, G. J., & Jeanne Brooks-gunn, B. (1999) · Russell Sage Foundation eBooks · Cited by 1,547
Handbook of Early Childhood Intervention
Zigler, E. (2000) · Cambridge University Press eBooks · doi:10.1017/cbo9780511529320 · Cited by 1,397
Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes
Barnett, W. S. (1995) · The Future of Children · doi:10.2307/1602366 · Cited by 1,289
Research works printed but not linked: 18
- Brooks-Gunn J, 2000, Paper presented at a research briefing sponsored by the Subcommittee of Human Resources of the U.S. House of Representatives Committee on Ways and Means and the Joint Center for Poverty Research
- Child Care Bureau, 2003, FY 2001 data tables and charts
- Committee for Economic Development, 2002, Preschool for all: Investing in a productive and just society
- Currie J, 1995, American Economic Review, 85, 341
- Duncan G, 2000, Selection and attrition in the NICHD child care study's analyses of the impacts of child care quality on child outcomes
- Education Week, 2002, Education Week, 21
- Head Start Bureau, 2002, Report on Head Start monitoring Fiscal Year 2000
- Helburn SW, 1995, Cost, quality, and child outcomes in child care centers: Technical report
- Huttenlocher J, 1998, Child Development, 69, 1012
- Meyers MK, Social inequality
- Phillips D, 1994, Child Development, 65, 472, 10.2307/1131397 · DOI
- Phillips M, Social inequality
- Ramey CT, 1999, Early learning, later success: The Abecedarian study
- Smith T, 2003, Prekindergarten in U.S. public schools
- Stipek DJ, 1997, Developmental Psychology, 33, 711, 10.1037/0012-1649.33.4.711 · DOI
- Takanishi R, 1994, American Psychologist, 49, 120, 10.1037/0003-066X.49.2.120 · DOI
- U.S. Bureau of the Census, 1970, School enrollment: Social and economic characteristics of students, October 1969
- Zigler E, 1998, Children's Services: Social Policy, Research, & Practice, 1, 5
Cited by
Sorted by citations
School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Blair, C., & Raver, C. C. (2015) · Annual Review of Psychology · doi:10.1146/annurev-psych-010814-015221 · Cited by 1,240
Interpreting the Evidence on Life Cycle Skill Formation
Cunha, F., Heckman, J. J., Lochner, L., & Masterov, D. V. (2005) · National Bureau of Economic Research · doi:10.3386/w11331 · Cited by 1,142
“This technology also is sufficiently rich to describe learning in rodents and rhesus monkeys as documented by Meaney (2001) and Cameron (2004).”
BackgroundMelhuish, E. C., Phan, M. B., Sylva, Κ., Sammons, P., Siraj, I., & Taggart, B. (2008) · Journal of Social Issues · doi:10.1111/j.1540-4560.2008.00550.x · Cited by 788
Burchinal, M., Vandergrift, N., Pianta, R. C., & Mashburn, A. J. (2009) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2009.10.004 · Cited by 835
“Evaluations of public pre-kindergarten programs (Gormley et al., 2005; Howes et al., 2008; Magnuson et al., 2004; Mashburn et al., 2008) also indicated that low-income children in these programs made substantial gains in language, academic, and social skills.”
BackgroundThe Effects of Universal Pre-K on Cognitive Development.
Gormley, W. T., Gayer, T., Phillips, D. A., & Dawson, B. (2005) · Developmental Psychology · doi:10.1037/0012-1649.41.6.872 · Cited by 763
“Kindergarten students who had attended a preschool or child care center also experienced improvements, but the pre-K participants’ improvements were more substantial ( Magnuson, Meyers, Ruhm, & Waldfogel, 2003 ).1 Finally, evidence from a prior evaluation of Tulsa, Oklahoma’s pre-K program that used a locally develope…”
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
