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Much hypothesized, rarely tested: Public preschool attendance predicts executive functioning skills in 3rd grade.

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Title: Much hypothesized, rarely tested: Public preschool attendance predicts executive functioning skills in 3rd grade.
Authors: Johnson, Anna D. (AUTHOR), Partika, Anne (AUTHOR), Martin, Anne (AUTHOR), Castle, Sherri (AUTHOR), Phillips, Deborah (AUTHOR)
Source: Applied Developmental Science. Oct-Dec2025, Vol. 29 Issue 4, p345-356. 12p.
Subjects: Executive function, Head Start Program (U.S.), Preschools, Poor families, School children, Child development, Educational outcomes, Short-term memory, Cognitive ability
Geographic Terms: Tulsa (Okla.)
Abstract: Public preschool enhances consequential long-term education, economic, and health outcomes in adolescence and adulthood. One much-hypothesized—but rarely tested—explanation is that preschool predicts improved executive functioning (EF) in middle childhood. Our study provides empirical support linking preschool to middle childhood EF. We draw on a large, racially-diverse sample of children from low-income families in Tulsa, OK (N = 685, Mage at 3rd = 8.5 years), home to a nationally-recognized universal public preschool program administered in school-based pre-k and Head Start classrooms. Using propensity score weighting, we compare the 3rd grade EF skills of children who attended school-based pre-k or Head Start to those who did not. School-based pre-k attendance predicts better impulse control and working memory skills in 3rd grade (d =.35–.37); Head Start attendance predicts better working memory (d =.47). This evidence highlights public preschool's potential to promote the EF skills of diverse children from low-income families into middle childhood. [ABSTRACT FROM AUTHOR]
Copyright of Applied Developmental Science is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Much hypothesized, rarely tested: Public preschool attendance predicts executive functioning skills in 3rd grade.
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  Data: <searchLink fieldCode="AR" term="%22Johnson%2C+Anna+D%2E%22">Johnson, Anna D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Partika%2C+Anne%22">Partika, Anne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Martin%2C+Anne%22">Martin, Anne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Castle%2C+Sherri%22">Castle, Sherri</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Phillips%2C+Deborah%22">Phillips, Deborah</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Applied+Developmental+Science%22">Applied Developmental Science</searchLink>. Oct-Dec2025, Vol. 29 Issue 4, p345-356. 12p.
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  Data: <searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Head+Start+Program+%28U%2ES%2E%29%22">Head Start Program (U.S.)</searchLink><br /><searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br /><searchLink fieldCode="DE" term="%22Poor+families%22">Poor families</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tulsa+%28Okla%2E%29%22">Tulsa (Okla.)</searchLink>
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  Data: Public preschool enhances consequential long-term education, economic, and health outcomes in adolescence and adulthood. One much-hypothesized—but rarely tested—explanation is that preschool predicts improved executive functioning (EF) in middle childhood. Our study provides empirical support linking preschool to middle childhood EF. We draw on a large, racially-diverse sample of children from low-income families in Tulsa, OK (N = 685, Mage at 3rd = 8.5 years), home to a nationally-recognized universal public preschool program administered in school-based pre-k and Head Start classrooms. Using propensity score weighting, we compare the 3rd grade EF skills of children who attended school-based pre-k or Head Start to those who did not. School-based pre-k attendance predicts better impulse control and working memory skills in 3rd grade (d =.35–.37); Head Start attendance predicts better working memory (d =.47). This evidence highlights public preschool's potential to promote the EF skills of diverse children from low-income families into middle childhood. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Applied Developmental Science is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10888691.2024.2345365
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        Text: English
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        PageCount: 12
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        Type: general
      – SubjectFull: Head Start Program (U.S.)
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      – SubjectFull: Preschools
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      – SubjectFull: Poor families
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      – SubjectFull: Short-term memory
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      – SubjectFull: Cognitive ability
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      – SubjectFull: Tulsa (Okla.)
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      – TitleFull: Much hypothesized, rarely tested: Public preschool attendance predicts executive functioning skills in 3rd grade.
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              Text: Oct-Dec2025
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              Y: 2025
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