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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
FullText Text:
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  Data: Associations between Preschool Cognitive and Behavioral Skills and College Enrollment: Evidence from the Chicago School Readiness Project
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  Data: <searchLink fieldCode="AR" term="%22Xinyu+S%2E+Pan%22">Xinyu S. Pan</searchLink><br /><searchLink fieldCode="AR" term="%22Chen+Li%22">Chen Li</searchLink><br /><searchLink fieldCode="AR" term="%22Tyler+W%2E+Watts%22">Tyler W. Watts</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2022.
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  Data: 10.1037/dev0001431
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  Data: 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.]
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        Value: 10.1037/dev0001431
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 40
    Subjects:
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Behavior Patterns
        Type: general
      – SubjectFull: College Enrollment
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Low Income Students
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      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Illinois (Chicago)
        Type: general
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      – TitleFull: Associations between Preschool Cognitive and Behavioral Skills and College Enrollment: Evidence from the Chicago School Readiness Project
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            NameFull: Xinyu S. Pan
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            NameFull: Chen Li
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            NameFull: Tyler W. Watts
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              Y: 2022
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