The role of elementary school and home quality in supporting sustained effects of pre-K

Jinjoo Han, Erin E. O'Connor, Meghan P. Mccormick

Research output: Contribution to journalArticle

Abstract

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD), we used 2-level random effects models to examine whether the quality of school and home environments during elementary school moderated associations between pre-K quality and math, reading, and vocabulary achievement from first through fifth grade. Results showed that the quality of the home environment moderated the association between pre-K quality and children's vocabulary achievement. Supportive home environments during elementary school had an additive effect over and above the positive effects of pre-K quality in predicting children's vocabulary achievement. In contrast, when children experienced high levels of pre-K quality and lower quality home learning environments, the positive effects of pre-K were less likely to be sustained. Findings suggest the importance of considering programs and policies to support home-based learning as one potential mechanism to sustain early effects of pre-K.

Original languageEnglish (US)
Pages (from-to)956-972
Number of pages17
JournalJournal of Educational Psychology
Volume112
Issue number5
DOIs
StatePublished - Jul 2020

Keywords

  • Academic achievement
  • Elementary home environment
  • Elementary school environment
  • Middle childhood
  • Pre-K quality

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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