Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-03-27 DOI:10.1016/j.ecresq.2024.03.008

Michael Little , Kevin C. Bastian , Lora Cohen-Vogel , Mary Bratsch-Hines , Peg Burchinal , Ellen Peisner-Feinberg

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引用次数: 0

Abstract

Students’ gains from Pre-K converge with similar students who did not attend Pre-K in elementary school. One theory for convergence is that students who attend Pre-K enter kindergarten classrooms that are skill heterogeneous, and these students are positioned near the top of the classroom skill distribution. Kindergarten teachers, however, focus their instruction on students toward the bottom of the skill distribution, which generates observed convergence. We explore this theory by analyzing data from six rural school districts in North Carolina (N = 655, aged 4–6, 51 % female, 77 % non-White). We find mixed evidence in support of this hypothesis. Our measures of kindergarten classroom heterogeneity were inconsistently related to skill convergence based on both the outcome measure and the specific construction of the heterogeneity measure, but all significant associations were in the predicted direction.

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幼儿园班级中的技能异质性与学前班收益的持续性有关吗？来自 IES 早期学习网络的证据

学生从学前班获得的学业成绩与小学未上学前班的同类学生趋同。造成趋同的一种理论是，上过学前班的学生进入幼儿园时，班级里的技能是异质的，这些学生的位置接近班级技能分布的顶端。然而，幼儿园教师将教学重点放在技能分布底部的学生身上，这就产生了观察到的趋同现象。我们通过分析北卡罗来纳州六个农村学区的数据（N = 655，4-6 岁，51 % 为女性，77 % 为非白人）来探讨这一理论。我们发现支持这一假设的证据不一。根据结果测量和异质性测量的具体构建，我们对幼儿园课堂异质性的测量与技能趋同的关系并不一致，但所有显著的关联都与预测的方向一致。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.