Moving Beyond Point in Time Estimates: Using Growth Models to Understand When PreK Convergence Happens, How, and for Which Skills

This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; M<sub>age</sub> = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social-emotional skills across kindergarten (2017-2018) and first grade (2018-2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence between PreK enrollees and non-enrollees in language skills occurred during first grade than kindergarten. Convergence patterns were stronger in math during kindergarten than in first grade. There were no associations between PreK enrollment and executive functioning by spring of first grade; most convergence occurred in first grade. All other associations were null by first grade.

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Publication Details

Journal
Child Development
Published
2025-04-25
DOI
https://doi.org/10.1111/cdev.14240
Primary Topic
Early Childhood Education and Development
Type
article
Field-Weighted Citation Impact
0.00

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article

Moving Beyond Point in Time Estimates: Using Growth Models to Understand When PreK Convergence Happens, How, and for Which Skills

Emily C. Hanno, Christina Weiland, Mirjana Pralica, Arthur E. Giles et al.
Child Development
Early Childhood Education and Development
article

Moving Beyond Point in Time Estimates: Using Growth Models to Understand When PreK Convergence Happens, How, and for Which Skills

Emily C. Hanno, Christina Weiland, Mirjana Pralica, Arthur E. Giles, Jason Sachs, JoAnn Hsueh, Catherine E. Snow, Meghan P. McCormick, Tiffany Wu
article en

Abstract

This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; M<sub>age</sub> = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social-emotional skills across kindergarten (2017-2018) and first grade (2018-2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence between PreK enrollees and non-enrollees in language skills occurred during first grade than kindergarten. Convergence patterns were stronger in math during kindergarten than in first grade. There were no associations between PreK enrollment and executive functioning by spring of first grade; most convergence occurred in first grade. All other associations were null by first grade.

Child DevelopmentVol. 96(4)
Manpower Demonstration Research Corporation (US), Harvard University (US), University of Michigan (US), Harvard University Press (US), Michigan United (US), Boston Public Schools (US)
U.S. Department of Education, Arnold Ventures, Institute of Education Sciences, Harvard Graduate School of Education, Michigan Diabetes Research Center, University of Michigan
Quality Education
Openalex Percentile: Top 91%
Early Childhood Education and Development
DOIOpen Access PDFOpenAlex
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Moving Beyond Point in Time Estimates: Using Growth Models to Understand When PreK Convergence Happens, How, and for Which Skills — Emily C. Hanno, Christina Weiland, et al. · Child Development (2025) | TGRS Research Map | TGRS