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ERIC Number: EJ1162658
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1522-7227
Multigrade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socioemotional Development
Ansari, Arya
Infant and Child Development, v26 n6 Nov-Dec 2017
Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only classrooms serving primarily 5-year-olds. Results from regression and propensity score analyses revealed that 5-year-old children who attended multigrade classrooms with prekindergarteners made smaller gains in math and literacy skills and demonstrated less optimal executive function at the end of the school year than children who attended kindergarten-only classrooms. Classroom-level factors largely explained the differences in children's academic achievement but did not consistently explain differences in their executive functioning. No consistent differences emerged for children's social-behavioral development.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
IES Funded: Yes
Grant or Contract Numbers: R24HD42849; T32HD00708135; R01HD069564; R305B130013