Abstract
Economic inequality and ensuing economic stratification in educational and community contexts are growing in the United States. Given these patterns, it is essential to understand the implications of economic stratification in early education settings. This paper delineates repercussions of the concentration of poor children in preschool programs using lagged structural equation models estimated in two longitudinal studies following 3396 4-year-old children in 486 primarily publicly-funded preschool classrooms through kindergarten entrance. Concentrated poverty in preschool classrooms was associated with lower language and reading skills in kindergarten in part through children's exposure to less cognitively-skilled peers, with teacher instructional quality not serving as a reliable mediator. These associations did not emerge in relation to children's math skills. Results expand conceptual models of peer effects and inform preschool policies which seek to increase quality and equity and enhance children's learning.
Published Version
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