Back to Search
Start Over
Kindergarten Skills and Fifth-Grade Achievement: Evidence from the ECLS-K
- Source :
-
Economics of Education Review . Aug 2009 28(4):415-427. - Publication Year :
- 2009
-
Abstract
- Children enter kindergarten with disparate rudimentary reading and mathematics skills; capabilities for paying attention, sitting still and making friends; mental health; and inclinations for aggressive behavior. The role of these characteristics in producing fifth-grade school achievement is the subject of this paper. We find considerable impacts for school-entry academic skills but, with the exception of a kindergartener's capacity to pay attention, virtually no impacts for the collection of socioemotional skills. This finding holds both for the overall sample and for subgroups defined by race/ethnicity and socioeconomic status. The most powerful pre-school avenue for boosting fifth-grade achievement appears to be improving the basic academic skills of low-achieving children prior to kindergarten entry. (Contains 5 tables.)
Details
- Language :
- English
- ISSN :
- 0272-7757
- Volume :
- 28
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Economics of Education Review
- Publication Type :
- Academic Journal
- Accession number :
- EJ842061
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1016/j.econedurev.2008.09.003