Child Care and Early Education Research Connections

Skip to main content

Two years vs. one: The relationship between dosage of programming and kindergarten readiness

This research study investigated the effects of preschool dosage on kindergarten readiness in an urban school district (n= 1,464). This study was guided by one research question: do children who attend two years of structured early childhood education programming (3-year- old and 4-year-old pre-k) demonstrate stronger academic skills than their peers who only attend one year of pre-k programming (4-year-old pre-k only)? Implementing univariate and multivariate logistic regression models, we found that children who attend two years of programming were 34% more likely to make a successful transition to kindergarten compared to their peers who only attended pre-k as 4-year-olds. Black students who attended two years experienced a greater benefit, with a 53% increased likelihood of being kindergarten-ready. (author abstract)
Resource Type:
Reports & Papers
United States
New York

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Gains in language and cognitive scores among children in their first and second years of Head Start

Reports & Papersview

Effective State Offices of Early Learning: Structural features, enabling conditions, and key functions in four states

Reports & Papersview

Understanding the cost to deliver high-quality publicly funded pre-kindergarten programs

Reports & Papersview