Exploring differentiated instruction as a mechanism of pre-k score convergence: Descriptive evidence from a study of kindergarteners from low-income backgrounds

Some evidence indicates that pre-k score convergence (also known as pre-k fadeout) may occur because kindergarten teachers focus instruction on children furthest from meeting end-of-year benchmarks, or those with weaker behavioral skills, bringing pre-k attenders and non-attenders closer to parity over the course of the year. To examine this possibility, we conducted path analyses using data from a study of kindergarteners from low-income backgrounds with and without pre-k experience. 975 children (59.6% Hispanic, 15.2% Black, 11.8% Asian, 10.3% White, and 3.1% other races/ethnicities; 50% with pre-k experience) were individually observed during kindergarten to determine how much time they spent in teacher-led individual work and small group instruction. Children were assessed in the fall and spring on language, literacy, and mathematics achievement and were rated by teachers on task orientation and disruptive behaviors in the fall. Descriptive path analyses illustrate that pre-k attendance was associated with higher school entry academic skills and task orientation as well as elevated disruptive behaviors. Stronger academic skills, higher task orientation, and lower disruptive behavior problems were associated with children spending less time with teachers. However, time spent with teachers in small group or individual work was largely not associated with achievement gains. Results suggest a need for more research on individual classroom experiences that may explain pre-k score convergence.