Associations between Preschool Cognitive and Behavioral Skills and College Enrollment: Evidence from the Chicago School Readiness Project
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| Title: | Associations between Preschool Cognitive and Behavioral Skills and College Enrollment: Evidence from the Chicago School Readiness Project |
|---|---|
| Language: | English |
| Authors: | Xinyu S. Pan, Chen Li, Tyler W. Watts |
| Source: | Grantee Submission. 2022. |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | R305A190521 R01HD046160 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preschool Children, Thinking Skills, Behavior Patterns, College Enrollment, African American Students, Hispanic American Students, Low Income Students, Self Control, Behavior Problems |
| Geographic Terms: | Illinois (Chicago) |
| DOI: | 10.1037/dev0001431 |
| Abstract: | The current paper examines associations between preschool cognitive and behavioral skills and indicators of college enrollment in a sample (n = 379) of primarily Black and Hispanic youth growing up in low-income areas of Chicago. Although we found that most early cognitive and behavioral skills were only weakly or moderately related to later college enrollment, a rating of preschool attention and impulsivity control was a relatively strong predictor. Across most models tested, attention and impulsivity control, executive functioning, and effortful control produced predicted probabilities that were similar in magnitude, or larger, than the effects produced by early math and literacy. There was no indication that early behavioral difficulties were substantive predictors of college enrollment. These descriptive findings suggest that in a low-income sample of children, some early cognitive capabilities related to attention and EF predict longer-term college enrollment. We discuss implications for developmental theory and suggest that caution should be applied when projecting likely effects of early skill-focused interventions. [This paper was published in "Developmental Psychology" v59 n3 p474-486 2022.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED646700 |
| Database: | ERIC |
| Abstract: | The current paper examines associations between preschool cognitive and behavioral skills and indicators of college enrollment in a sample (n = 379) of primarily Black and Hispanic youth growing up in low-income areas of Chicago. Although we found that most early cognitive and behavioral skills were only weakly or moderately related to later college enrollment, a rating of preschool attention and impulsivity control was a relatively strong predictor. Across most models tested, attention and impulsivity control, executive functioning, and effortful control produced predicted probabilities that were similar in magnitude, or larger, than the effects produced by early math and literacy. There was no indication that early behavioral difficulties were substantive predictors of college enrollment. These descriptive findings suggest that in a low-income sample of children, some early cognitive capabilities related to attention and EF predict longer-term college enrollment. We discuss implications for developmental theory and suggest that caution should be applied when projecting likely effects of early skill-focused interventions. [This paper was published in "Developmental Psychology" v59 n3 p474-486 2022.] |
|---|---|
| DOI: | 10.1037/dev0001431 |
