Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2025-03-26 DOI:10.1016/j.ecresq.2025.03.001

Arya Ansari , Natalie Koziol , Meghan McCormick , Kelly Purtell , Tzu-Jung Lin , Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins

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引用次数: 0

Abstract

Drawing on data from the Early Learning Network (n = 4,807; 47 % Hispanic; 25 % White; 14 % Black; 9 % Asian; 4 % Multiracial; 1 % Other) along with the Stanford Education Data Archive, Civil Rights Data Collection, and Common Core of Data, this study examined the associations between several aspects of elementary school characteristics and children's math, language, and literacy learning from kindergarten to first grade. Additionally, this study considered whether these associations differed based on pre-K attender status. Results from multilevel models indicated that schools’ academic performance, student and teacher absenteeism, novice teacher employment, expenditures, and student-teacher ratios were not consistently associated with growth in children's academic learning, and when significant, associations were small. Moreover, even though pre-K attenders entered kindergarten with stronger academic skills, and these benefits diminished by the end of first grade, there was little evidence to suggest that school characteristics mattered differentially for pre-K attender and non-attenders.

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学前班就读者和非就读者的学校特征与学习成绩之间的关系：重要结构，有限证据

利用早期学习网络的数据(n = 4,807；西班牙裔占47%；25%白人；14%黑色；9%是亚洲人；4%多种族；（1%其他）与斯坦福教育数据档案、民权数据收集和共同核心数据一起，本研究调查了小学特征的几个方面与儿童从幼儿园到一年级的数学、语言和识字学习之间的联系。此外，本研究还考虑了这些关联是否因学龄前儿童的参与状况而有所不同。多层模型的结果表明，学校的学习成绩、学生和教师缺勤率、新教师就业、支出和学生与教师比例与儿童的学术学习增长并不一致，当显著时，关联很小。此外，尽管学龄前儿童进入幼儿园时具有较强的学术技能，但这些优势在一年级结束时减弱了，几乎没有证据表明学校特征对学龄前儿童和非学龄前儿童有不同的影响。

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.