Does aggregate school-wide achievement mediate fifth grade outcomes for former early childhood education participants?
|Resource Type:||Reports & Papers|
|Author(s):||Curenton, Stephanie M.; Dong, Nianbo; Shen, Xiangjin;|
|Date Issued:||July, 2015|
|Description:||This study used a multilevel mediation model to test the theory that former early childhood education (ECE) attendees' 5th grade achievement is mediated by the aggregate school-wide achievement of their elementary school. Aggregate school-wide achievement was defined as the percentage of 5th graders in a school who were at/above academic proficiency in reading or math. Research questions were: (a) Do ECE program participants have better achievement at 5th grade compared with their matched peers who did not participate in an ECE program?; and (b) Is the association between ECE attendance and 5th grade academic performance mediated by school-wide achievement? Results indicated that children who attended prekindergarten (pre-K) and child care outperformed their matched peers who had not attended ECE programs; conversely, those children who did not attend ECE actually outperformed their Head Start counterparts. Mediation analyses indicated that aggregate school-wide achievement at 5th grade partially mediated the association between former ECE attendance and 5th grade performance; however, these mediated effects were small. Overall, the size of the total effects of ECE and the 5th grade academic outcomes were consistent with prior studies. This research confirms the long-term effects of pre-K and child care until 5th grade. (author abstract)|
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|Funder(s):||American Educational Research Association ; National Science Foundation (U.S.)|
|Journal Title:||Developmental Psychology|
|Topics:||Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success|
|Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Fifth Grade|
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