From Pre-Kindergarten to Third Grade: Continuity, Instructional Approach, and Timing in the Child–Parent Center Program

• In Event: 46.055 - Research Topics in Early Childhood Programs

Abstract

Focus in the public policy arena has shifted from simply increasing prekindergarten enrollment to increasing the quality of early education. The purpose of this paper is to explore two policy-alterable measures of quality: the continuity and the directedness of instructional approaches in the years from pre-kindergarten through 3rd grade (PK-3). Data from the Chicago Longitudinal Study of the Child-Parent Centers were used to determine differences in reading and math achievement for students who experienced varying continuity and instructional approaches from pre-kindergarten through 3rd grade. Results indicate that a continuity of instructional approaches from pre-kindergarten through 3rd grade is linked to improved academic performance for students who experienced a High Child-initiated and High Teacher-directed instructional approach.

Authors

• Molly Sullivan, University of Minnesota - Twin Cities

• Arthur J. Reynolds, University of Minnesota - Twin Cities

• Judy Temple, University of Minnesota - Twin Cities

• Momoko Hayakawa, University of Minnesota - Twin Cities