The DOI matches its Crossref record; 56 of the 57 references it cites were found in a registry or an index.
Academic Content, Student Learning, and the Persistence of Preschool Effects
Abstract
Little research has examined the relationship between academic content coverage in kindergarten and student achievement. Using nationally representative data, we examine the association between reading and mathematics content coverage in kindergarten and student learning, both overall and for students who attended preschool, Head Start, or participated in other child care prior to kindergarten entry. We find that all children benefit from exposure to advanced content in reading and mathematics and that students do not benefit from basic content coverage. Interestingly, this is true regardless of whether they attended preschool, began kindergarten with more advanced skills, or are from families with low income. Policy implications are discussed.
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“Claessens et al. [8] and Engel et al. [16] suggested that preschoolers benefit from exposure to advanced content in literacy and math, compared to basic content.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [8]
Citations
Cites
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“Further, content is an aspect of children’s early classroom contexts that is important for child development (Bronfenbrenner & Morris, 1998, 2007).”
BackgroundAnalysis of Incomplete Multivariate Data
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Research works printed but not linked: 7
- Abelson W., 1974, A report on longitudinal evaluations of preschool programs: Vol. 1. Longitudinal evaluations
- Bassok D. P., 2013, Paper presented at the 2013 Biennial Meeting of the Society for Research in Child Development
- Crosnoe R., 2012, Classroom instruction and low-income children’s transitions from preschool into kindergarten
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- McKey R. H., 1985, The impact of Head Start on children, families, and communities
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Cited by
Sorted by citations
Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014) · Educational Researcher · doi:10.3102/0013189x14553660 · Cited by 587
Is Kindergarten the New First Grade?
Bassok, D., Latham, S., & Rorem, A. (2016) · AERA Open · doi:10.1177/2332858415616358 · Cited by 582
Lipsey, M. W., Farran, D. C., & Durkin, K. L. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.03.005 · Cited by 185
Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. A. (2020) · Early Education and Development · doi:10.1080/10409289.2020.1848301 · Cited by 141
“Items were adapted from the Early Childhood Longitudinal Study – Kindergarten: 2011 Cohort teacher questionnaires following procedures similar to those used by Claessens et al. (2014).”
BackgroundMethodDavis-Kean, P. E., Domina, T., Kuhfeld, M. R., Ellis, A., & Gershoff, E. T. (2021) · Infant and Child Development · doi:10.1002/icd.2281 · Cited by 113
Metadata
- Authors
- Claessens, A., Engel, M., & Curran, F. C.
- Affiliations
- University of Chicago (US)
- Vanderbilt University (US)
- Venue
- American Educational Research Journal
- Published
- 2014-04
- Volume
- 51
- Issue
- 2
- Pages
- 403-434
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2118039332
- Cited by
- 154
- References
- 57
- Citations by year
- 2026: 11 · 2025: 9 · 2024: 11 · 2023: 17 · 2022: 10 · 2021: 13 · 2020: 16 · 2019: 17 · 2018: 15 · 2017: 8 · 2016: 15 · 2015: 7 · 2014: 5
- FWCI
- 43.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- kindergarten curriculum, reading instruction, mathematics education, Head Start, child care, academic performance, early childhood education, low-income students, early literacy, early numeracy
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