Preschool writing and premathematics predict Grade 3 achievement for low-income, ethnically diverse children

ABSTRACT

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.

KEYWORDS:

• Academic achievement
• elementary school
• preschool
• school readiness
• writing

Acknowledgments

The authors would also like to acknowledge and thank Kelly Moon Allison for her input and suggestions on an earlier draft.

Funding

Data collection for this project was funded (in part) by the Early Learning Coalition of Miami-Dade/Monroe, Miami, FL. Data analyses were funded (in part) by The Children's Trust of Miami-Dade, FL. The Children's Trust is a dedicated source of revenue established by voter referendum to improve the lives of children and families in Miami-Dade County, FL.