NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ783140
Record Type: Journal
Publication Date: 2008
Pages: 24
Abstractor: Author
ISSN: ISSN-0885-2006
Ready to Learn? Children's Pre-Academic Achievement in Pre-Kindergarten Programs
Howes, Carollee; Burchinal, Margaret; Pianta, Robert; Bryant, Donna; Early, Diane; Clifford, Richard; Barbarin, Oscar
Early Childhood Research Quarterly, v23 n1 p27-50 2008
We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program quality. Nearly 3000 (n=2800) children were randomly selected, four per classroom, from approximately 700 randomly selected, state-funded pre-Kindergarten classrooms in eleven states. Enrollment in pre-K appeared related to gains in academic skills. Children showed larger gains in academic outcomes when they experienced higher-quality instruction or closer teacher-child relationships. Gains were not related to characteristics of the child or program (i.e., ratio, teacher qualifications and program location and length). These findings have implications for a range of state and local policy and program development efforts as well as for theories of contextual influences on development.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A