Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?

Journal of Research on Educational Effectiveness
Jade M JenkinsGreg J Duncan

Abstract

Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two preschool experiments, we investigate whether features of elementary schools, particularly advanced content and high-quality instruction in kindergarten and first grade, as well as professional supports to coordinate curricular instruction, reduce fadeout. Across both studies, our measures of instruction did not moderate fadeout. However, results indicated that targeted teacher professional supports substantially mitigated fadeout between kindergarten and first grade but that this was not mediated through classroom quality. Future research should investigate the specific mechanisms through which aligned preschool-elementary school curricular approaches can sustain the benefits of preschool programs for low-income children.

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Citations

Oct 31, 2019·Child Development·Christina WeilandEleanor Martin
Jan 9, 2021·Psychological Science in the Public Interest : a Journal of the American Psychological Society·Drew H BaileyDavid S Yeager
Jan 1, 2020·Journal of Research on Educational Effectiveness·Francis A PearmanDale Farran
Jun 5, 2021·Early Childhood Research Quarterly·Karen L BiermanRobert L Nix

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Software Mentioned

COEMET
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Perry Preschool
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