Preschool Enrollment Research Articles

Can Early Childhood Interventions Decrease Inequality of Economic Opportunity?

This paper considers whether expanding access to center-based early childhood education (ECE) will reduce economic inequality later in life. A strong evidence base indicates that ECE is effective at improving young children's academic skills and human capital development. We review evidence that children from low-income families have lower rates of preschool enrollment than their more affluent peers. Our analysis indicates that increasing enrollments for preschoolers in the year before school entry is likely to be a worthy investment that will yield economic payoffs in the form of increased adult earnings. The benefits of even a moderately effective ECE program are likely to be sufficient to offset the costs of program expansion, and increased enrollment among low-income children may reduce later economic inequality.

Trends in pre-school enrolment in Turkey: unequal access and differential consequences

In this study, a historical and international analysis of early childhood education in Turkey is made. More specifically, we explore the trend in pre-school enrolment, compare Turkey's enrolment rate with other countries, study whether access to pre-school is related to social class and gender, and investigate the impact of pre-school attendance on later academic performance. We use data from the PISA (Programme for International Student Assessment) 2012 study and World Bank EdStats. The results indicate that Turkey's pre-school enrolment has strongly increased over the years. However, compared with other (newly) industrialised countries, Turkey has a very low pre-school enrolment rate. Regression analyses revealed that pupils from wealthy families are much more likely to attend pre-school than pupils from poor families, while no difference was found between girls and boys. Importantly, pre-school attendance was related to higher academic achievement, even though pupils from wealthy families benefited more than middle-class and poor pupils.

Parental preschool choices and challenges when young children and their families experience homelessness

Encouraging stable preschool enrollment is a critically important policy response for ameliorating the negative impacts of housing instability and homelessness on young children. To contribute to the evidence base for preschool and family support policies, this article investigates how housing instability and homelessness influences parental preschool choices. Using a modified grounded theory approach to analyze transcripts of interviews and focus groups with 28 families who had experienced homelessness, we find that for formerly homeless parents, the most important factors influencing preschool enrollment are housing stability, social networks, attitudes about preschool education, history of trauma, and the type of support received during interactions with social service systems. We integrate these findings into a socio-ecological model that can guide the development of policy responses that encourage preschool enrollment among families experiencing homelessness.

Immigration and the interplay of parenting, preschool enrollment, and young children's academic skills.

This study tested a conceptual model of the reciprocal relations among parents' support for early learning and children's academic skills and preschool enrollment. Structural equation modeling of data from 6,250 children (Ages 2 to 5) and parents in the nationally representative Early Childhood Longitudinal Study-Birth Cohort revealed that parental support for early learning was associated with gains in children's academic skills, which, in turn, were associated with their likelihood of preschool attendance. Preschool experience then was associated with further gains in children's early academic competencies, which were then associated with increased parental support. These patterns varied by parents' nativity status. Specifically, foreign-born parents' support for early learning was directly linked with preschool enrollment, and the association between the academic skills of children and parental support was also stronger for foreign-born parents. These immigration-related patterns were primarily driven by immigrant families who originated from Latin America, rather than Asia, and did not vary by immigrants' socioeconomic circumstances. Together, these results underscore the value of considering the synergistic relations between the home and school systems, as well as "child effects" and population diversity, in developmental research.

Prematurity and school readiness in a nationally representative sample of Australian children: Does typically occurring preschool moderate the relationship?

ObjectiveThis study aims to examine the relationship between indicators of prematurity and children's cognitive and behavioral school readiness in a nationally representative sample and to investigate whether typically occurring preschool enrollment moderates this relationship, particularly for children from disadvantaged families in Australia. MethodsThe Longitudinal Study of Australian Children is a nationally representative prospective sample of two cohorts of children with sequentially obtained indicators of child health and developmental outcomes. We analyzed information on 8060 children aged 4–5years who had complete data on birth weight, gestational age, prenatal risks, social factors, and cognitive and behavioral outcomes of school readiness. Multivariate regressions were used to relate three indicators of prematurity (low birth weight, preterm birth, and small for gestational age) to cognitive and behavioral school readiness. ResultsChildren born preterm, small for gestational age, or with low birth weight have significantly lower cognitive school readiness after controlling for social factors and prenatal risks. None of the premature indicators were associated with behavioral school readiness. All children benefited from attending preschool. Yet, preschool enrollment did not moderate the relationship between prematurity and school readiness. The only exception is for small for gestational age survivors with low educated mothers. Preschool enrollment was associated with an increase in cognitive school readiness skills. ConclusionsPrematurity was associated with lower cognitive school readiness skills. Typical occurring preschool did not eliminate this association. Findings suggest that simply expanding the preschool enrollment is inadequate to address the developmental needs of premature children from disadvantaged backgrounds.

Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children?

We examine the extent to which executive functions (EFs), as opposed to other cognitive skills, account for socioeconomically based disparities in school readiness. Participants are 226 American children (aged 36–71 months) enrolled in either needs-based or private preschools. Children completed 6 tasks designed to measure EFs as well as assessments of general intelligence and speed of cognitive processing. Children were also assessed on math, reading, and vocabulary skills. EFs accounted for unique variance across all academic measures even when controlling for speed of processing and general intelligence and partially accounted for disparities in school readiness associated with type of preschool enrollment. When vocabulary was controlled in the model, EFs only mediated associations between type of preschool and math. Vocabulary skills accounted for associations between socioeconomic status and both math and reading achievement. General intelligence and speed of processing did not uniquely account for associations between disadvantage and school readiness.

Parental Notions of School Readiness: How Have They Changed and Has Preschool Made a Difference?

ABSTRACT The authors examined school readiness from the parental perspective, focusing on parents’ efforts and expectations for kindergarten in conjunction with their child's academic development. Using self-reported survey data from two waves of the National Household Education Surveys, the authors tested for changes in school readiness between 1993 and 2007 and related these changes to the expansion of preschool enrollment. Over the 14-year period, there was a significant increase in parental reports of child development and a heightened set of expectations for what parents viewed as essential for entry into kindergarten, but results indicated only modest changes in parent effort. Preschool enrollment was strongly associated with child development, and although preschool has expanded, the association was stronger in the more recent period. Preschool enrollment did not displace parental effort—they were moderately positively correlated—nor did it appear to play a strong role in shaping parental expectations of kindergarten readiness.

The Impacts of Expanding Access to High-Quality Preschool Education

President Obama’s “Preschool for All” initiative calls for dramatic increases in the number of 4-year-olds enrolled in public preschool programs and in the quality of these programs nationwide. The preschools proposed by the initiative share many characteristics with the universal preschools that have been offered in Georgia and Oklahoma since the 1990s. This study draws together data from multiple sources to estimate the impacts of these “model” state programs on preschool enrollment and a broad set of family and child outcomes. We find that the state programs have increased the preschool enrollment rates of children from lower- and higher-income families alike. Among lower-income families, our findings also suggest that the programs have increased the amount of time mothers and children spend together on activities such as reading, the likelihood that mothers work, and children’s test performance as late as eighth grade. Among higher-income families, however, we find that the programs have shifted children from private to public pre-schools, resulting in less of an impact on overall enrollment but a reduction in childcare expenses, and that they have had no positive effect on children’s later test scores.

Investigating Regional Disparities of Preschool Education Development with Cluster Analysis in Mainland China

Abstract The unbalanced development of preschool education in different regions severely hinders the process of universalizing preschool education in Mainland China. Using the method of cluster analysis, this paper examined the extent to which the development of preschool education varied in different regions, on the basis of the gross preschool enrollment rate, student-to-teacher ratio, percentage of preschool teachers with a college diploma or above, and per-child preschool education spending index in the year of 2011. This paper suggested 31 provinces in Mainland China be divided into three developmental tiers according to their developmental status of preschool education, and explored each tier’s characteristics in their development of preschool education. One significant finding was that the regional disparities in the development of preschool education correlated with the regional economic disparities in Mainland China.

Inequality of Educational Opportunity in a Cross-Section of Countries: Empirical Analysis of 2009 PISA Data

We provide a measure of inequality of educational opportunity for 72 countries, estimated as a share of the variation in the 2009 PISA test scores that is explained by pre-determined family characteristics. Inequality of opportunity accounts for up to 40 percent of the variation in educational achievement and different measures (for example in math, science, and reading) are highly correlated. Cross-country variation in the inequality of educational opportunity is unrelated to financial indicators, such as expenditure per student or public spending on education as a share of GDP, but depends on pre-school enrollment, overall economic inequality, and the availability of basic medical services. We also document the negative relationship between the inequality of educational opportunity and educational achievement: average educational achievement is lower in countries where family background plays a major role in determining individual progress.

Gene-by-preschool interaction on the development of early externalizing problems.

Preschool involves an array of new social experiences that may impact the development of early externalizing behavior problems over the transition to grade school. Using longitudinal data from a nationally representative sample of over 600 pairs of US twins, we tested whether the genetic and environmental influences on externalizing problems differed between children who did versus did not attend preschool. At age 4, the genetic and environmental etiology of externalizing did not differ by preschool attendance. In contrast, by age 5 years (kindergarten age), the genetic and environmental etiology of externalizing significantly differed by preschool attendance. Among children who did not attend preschool, externalizing at age 5 was predominantly due to environmental influences (52% shared environment, 34% non-shared environment) rather than genetic differences (13%), whereas among children who had attended preschool, externalizing at age 5 was primarily due to genes (67%), and shared environmental influences were negligible (0%). These interactions represented the differential longitudinal persistence of genes and environments that contributed to externalizing at age 4. Sensitivity analyses ruled out confounding due to early mental ability, socioeconomic status, minority status, child age, and prior history of childcare. These results indicate that preschool enrollment is associated with increased genetic and decreased shared environmental influences on the development of early externalizing behavior problems.

Preschools Reduce Early Academic-Achievement Gaps

Preschools may reduce inequalities in early academic achievement by providing children from disadvantaged families with higher-quality learning environments than they would otherwise receive. In this study, longitudinal data from a nationally representative sample of more than 600 twin pairs were used to estimate the contributions of genes, the shared environment, and the nonshared environment to cognition and achievement scores in children enrolled versus not enrolled in preschool. Attending preschool at age 4 was associated with reductions in shared environmental influences on reading and math skills at age 5, but was not associated with the magnitude of shared environmental influences on cognition at age 2. These prospective effects were mediated by reductions in achievement gaps associated with minority status, socioeconomic status, and ratings of parental stimulation of cognitive development. Lower socioeconomic status was associated with lower rates of preschool enrollment, which suggests that the very children who would benefit most from preschools are the least likely to be enrolled in them.

Healthy eating behaviors and the cognitive environment are positively associated in low-income households with young children

The purpose of this research was to examine relationships between eating behaviors and the cognitive environment in primarily Hispanic low-income households with young children receiving WIC benefits in Los Angeles County. Survey data were collected from 3645 low-income families with children age 12–65 mo in Los Angeles County. Eating behaviors were measured through questions about fruit, vegetable, milk, soft drink, and fast food intake. The cognitive environment was evaluated through questions on the home literacy environment (HLE), reading frequency, and preschool enrollment. All healthy eating behaviors measured were significantly and positively associated with reading frequency and HLE scores after adjustment for confounders. HLE and reading frequency scores were 18% and 14% higher, respectively, in children eating two or more servings of fruit per day and 12% and 9% higher, respectively, in children eating three or more servings of vegetables per day. Preschool enrollment was not significantly associated with any eating behavior. Outcomes varied by language-ethnic groups and child sex. Results suggest that healthy eating behaviors are positively associated with stronger cognitive environments in low-income Hispanic families with young children. Interventions to prevent childhood obesity in this group may therefore benefit from including a home literacy component.

Preschool Enrollment is Associated with Lower Odds of Childhood Obesity Among WIC Participants in LA County

The prevalence of obesity among children in the United States has increased rapidly during the past few decades. Research into social and behavioral determinants of obesity could lead to innovative strategies for prevention. The objective of the present study was to examine the association between childhood obesity and preschool enrollment and number of hours in child care among low-income preschool-aged children who were participants in the Special Supplemental Nutrition Program for Women, Infants and Children (WIC). We conducted a case-control study including 556 3- to 4-year-old children who were either obese (BMI>95th percentile of reference standard) or normal-weight (BMI 25-75th percentile). The population was largely (96%) Hispanic, an ethnic group that has one of the highest rates of overweight and obesity in adults and children in the US. In multiple logistic regression analysis, controlling for a variety of psychosocial and cognitive home environment variables, key demographics and maternal variables, the odds ratio of being obese was 0.61 for children who attended preschool more than 4days a week (95% CI: 0.41-0.90). Watching television or videos for an hour or more on a typical day (odds ratio 1.71 (95% CI 1.07-2.75)), and higher maternal BMI (odds ratio 1.08 (95% CI 1.05-1.11)) were independently related to odds of obesity. The impact of preschool attendance and TV viewing are potentially instructive in terms of preventive interventions for children at this age.

Preschoolers Enrolled and Mothers at Work? The Effects of Universal Prekindergarten

Three states recently introduced universal prekindergarten programs offering free preschool to all age‐eligible children; policy makers in many other states are promoting similar programs. Using restricted‐access data from the Census, together with birthday‐based eligibility cutoffs, I employ a regression discontinuity framework to estimate the effects of universal pre‐K availability on overall preschool enrollment and maternal labor supply. Universal pre‐K availability increases statewide preschool enrollment by about 14% but has little effect on the labor supply of most women.

Preschoolers Enrolled and Mothers at Work? The Effects of Universal Pre-Kindergarten

Three states (Georgia, Oklahoma and Florida) recently introduced Universal Pre-Kindergarten (Universal Pre-K) programs offering free preschool to all age-eligible children, and policy makers in many other states are promoting similar policies. How do such policies affect the participation of children in preschool programs (or do they merely substitute for preschool offered by the market)? Does the implicit child care subsidy afforded by Universal Pre-K change maternal labor supply? I present a model that includes preferences for child quality and shows the directions of change in preschool enrollment and maternal labor supply in response to Universal Pre-K programs are theoretically ambiguous. Using restricted-access data from the Census, together with year and birthday based eligibility cutoffs, I employ a regression discontinuity framework to estimate the effects of Universal Pre-K availability. Universal Pre-K availability increases preschool enrollment by 12 to 15 percent, with the largest effect on children of women with less than a Bachelor's Degree. Universal Pre-K availability has little effect on the labor supply of most women. However, women residing in rural areas in Georgia increase their children’s preschool enrollment and their own employment by 22 and 20 percent, respectively, when Universal Pre-K is available.

Understanding the effectiveness of partnership-based early childhood interventions

In this paper, we seek to understand the relationship between partnership effectiveness and preschool enrolment in Best Start, an early childhood intervention for children living in disadvantaged areas in Victoria, an Australian State. We will examine the application of theories of partnership effectiveness at a whole of intervention level and in the context of local evaluation initiatives at the Broadmeadows Early Years Partnership. For the statewide intervention, partnership effectiveness was measured using the VicHealth Partnership Analysis Tool at 11 Best Start Sites. The dependent variable was preschool enrolment in Best Start local government area. For the Broadmeadows Early Years Partnership case study, partnership is conceptualised in terms of the Lasker and Weiss (2003) model of collaborative decision making. Scores rose significantly between the two applications of the VicHealth Partnership Analysis Tool at the beginning and end of the Best Start funding period on almost all of the dimensions of the VicHealth Tool. Support for ‘making partnerships work’, ‘minimising barriers to partnerships’ and the ‘total’ partnership scores were associated with increased preschool enrolments. The results of the case study supported the model for collaborative decision making with particular emphasis on the role of shared leadership, synergy and bridging social ties as crucial processes in improving service integration. The results of the statewide intervention and the case study both provide evidence of the value of partnership approaches in improving service uptake and integration for children living in disadvantaged areas. The study also supports current conceptualisations of partnership value and effectiveness.

The Link between Investment in Early Childhood Preshools and High School Graduation Rates for African American Males in the United States of America

This article reports the investigation of the extent to which US preschool federal funding (Head Start) and the preschool enrollment of African American males (aged three to five) affected the high school graduation rates of this population (aged 14 to 19). The authors found that a link exists between preschool enrollment and the high school graduation rate of this population. They also found a link between Head Start funding and the high school graduation rate for this group.

The effect of preschool on children’s school readiness

The purpose of this study was to examine the effect of preschool on children’s school readiness in connection with their intellectual abilities, language competence and parents’ education. The sample included 219 children from 68 to 83 months old attending the first year of primary school, differentiated by whether or not they had attended preschool before starting school. Children’s intellectual ability was determined using Raven’s Coloured Progressive Matrices, language competence using the Lestvice splošnega govornega razvoja–LJ (Scales of General Language Development) and school readiness with the Preizkus pripravljenosti za šolo (Test of School Readiness). The results indicate that children’s intellectual ability and language competence have high predictive value for the school readiness because they explain 51% of the variance in children’s scores on the Preizkus pripravljenosti za šolo. Preschool enrollment has a positive effect on school readiness for children whose parents have a low level of education, but not for those whose parents are highly educated. The results obtained indicate that enrollment in preschool is able to compensate for deficiencies in children’s development if the parents have a lower level of education. Preschool is not an important factor in school readiness for children whose parents are highly educated. These parents probably already offer their children quality stimulation in the family environment that preschool activities do not surpass.

Changing Preschool Enrolments in Post-Socialist Central Asia: Causes and Implications

Preschool can contribute importantly to human capital development, especially among poor children. In socialist countries, preschool enrolment rates have declined since transition. We examine changed preschool enrolment in Kyrgyzstan. We evaluate demand- and supply-side explanations for changing enrolments, and use household survey data to develop a simple, logit model of preschool attendance. We find that access plays the most important role in attendance, despite an apparent excess capacity in preschools at the national level. However, economic and cultural factors also have a significant impact on household decisions to send a child to preschool.