ERIC Number: EJ1162549
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
School-Based Kindergarten Transition Practices and Child Outcomes: Revisiting the Issue
Little, Michael H.
Elementary School Journal, v118 n2 p335-356 Dec 2017
The purpose of this study was to examine the relationship between school-based kindergarten transition practices and student achievement and executive functioning using recent, nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11. The analysis employed 3-level hierarchical linear models and found no relationship between the aggregate number of transition practices that a school offered and academic achievement or executive function outcomes in kindergarten. Additional analyses focused on individual transition practices as well as interaction effects with socioeconomic status, race, kindergarten entry skills, and home language of the child. The findings from this study are largely inconsistent with previous research on the topic that used older data. Implications for policy, practice, and future research are discussed.
Descriptors: Children, Longitudinal Studies, Surveys, Correlation, Kindergarten, School Readiness, Transitional Programs, Academic Achievement, Executive Function, Hierarchical Linear Modeling, Interaction, Socioeconomic Status, Racial Differences, Language Usage, Family Environment
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: firstname.lastname@example.org; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A