Details

Autor(en) / Beteiligte

• Han, Jinjoo
• O'Connor, Erin E
• McCormick, Meghan P
• Kendeou, Panayiota
• Graham, Steve

Titel

The Role of Elementary School and Home Quality in Supporting Sustained Effects of Pre-K

Ist Teil von

• Journal of educational psychology, 2020-07, Vol.112 (5), p.956-972

Ort / Verlag

Washington: American Psychological Association

Erscheinungsjahr

2020

Quelle

ERIC

Beschreibungen/Notizen

• Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD), we used 2-level random effects models to examine whether the quality of school and home environments during elementary school moderated associations between pre-K quality and math, reading, and vocabulary achievement from first through fifth grade. Results showed that the quality of the home environment moderated the association between pre-K quality and children's vocabulary achievement. Supportive home environments during elementary school had an additive effect over and above the positive effects of pre-K quality in predicting children's vocabulary achievement. In contrast, when children experienced high levels of pre-K quality and lower quality home learning environments, the positive effects of pre-K were less likely to be sustained. Findings suggest the importance of considering programs and policies to support home-based learning as one potential mechanism to sustain early effects of pre-K. Educational Impact and Implications Statement This study answers an important question and finds a new angle on the issue of pre-K fadeout with the NICHD SECCYD data. Findings suggest that the long-term academic effects of pre-K quality are likely dependent on children's subsequent home experiences. Elementary home environment appears to be a promising avenue to sustain children's academic gains from pre-K quality.