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Associations between School Characteristics and Learning Gains for Pre-K Attenders and Non-Attenders: Important Constructs, Limited Evidence

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Title: Associations between School Characteristics and Learning Gains for Pre-K Attenders and Non-Attenders: Important Constructs, Limited Evidence
Language: English
Authors: Arya Ansari, Natalie Koziol, Meghan McCormick, Kelly Purtell, Tzu-Jung Lin, Mary Bratsch-Hines, Laura Kuhn, Amanda Witte, Ximena Franco-Jenkins, The Early Learning Network Key Investigators
Source: Grantee Submission. 2025 72:182-194.
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A210538
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Descriptors: Elementary Schools, Elementary School Students, Institutional Characteristics, Kindergarten, Grade 1, Academic Achievement, Attendance, Beginning Teachers, Expenditures, Teacher Student Ratio, School Readiness, Teacher Attendance, Individual Characteristics
Geographic Terms: Massachusetts, Nebraska, North Carolina, Ohio, Virginia
DOI: 10.1016/j.ecresq.2025.03.001
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.
Abstractor: As Provided
Notes: https://osf.io/sfnhp/overview?view_only=4a2fd10a260c45e1bb54ca952bdb80e0
IES Funded: Yes
Entry Date: 2025
Accession Number: ED676505
Database: ERIC
FullText Text:
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  Data: Associations between School Characteristics and Learning Gains for Pre-K Attenders and Non-Attenders: Important Constructs, Limited Evidence
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  Data: <searchLink fieldCode="AR" term="%22Arya+Ansari%22">Arya Ansari</searchLink><br /><searchLink fieldCode="AR" term="%22Natalie+Koziol%22">Natalie Koziol</searchLink><br /><searchLink fieldCode="AR" term="%22Meghan+McCormick%22">Meghan McCormick</searchLink><br /><searchLink fieldCode="AR" term="%22Kelly+Purtell%22">Kelly Purtell</searchLink><br /><searchLink fieldCode="AR" term="%22Tzu-Jung+Lin%22">Tzu-Jung Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Bratsch-Hines%22">Mary Bratsch-Hines</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+Kuhn%22">Laura Kuhn</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Witte%22">Amanda Witte</searchLink><br /><searchLink fieldCode="AR" term="%22Ximena+Franco-Jenkins%22">Ximena Franco-Jenkins</searchLink><br /><searchLink fieldCode="AR" term="%22The+Early+Learning+Network+Key+Investigators%22">The Early Learning Network Key Investigators</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2025 72:182-194.
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  Data: Y
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  Data: 14
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Expenditures%22">Expenditures</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Ratio%22">Teacher Student Ratio</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attendance%22">Teacher Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink><br /><searchLink fieldCode="DE" term="%22Nebraska%22">Nebraska</searchLink><br /><searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink><br /><searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
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  Data: 10.1016/j.ecresq.2025.03.001
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: As Provided
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  Data: https://osf.io/sfnhp/overview?view_only=4a2fd10a260c45e1bb54ca952bdb80e0
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      – Text: English
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Institutional Characteristics
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