Relationship Between Comprehensive School Readiness Profiles and Longer Term Academic Growth

• In Event: 53.065 - School Readiness: Indicators, Predictors, and Effects

Abstract

The links between school readiness and child outcomes is essential in helping educators understand crucial early childhood intervention points. Research indicates that social-emotional (SE) indicators play an important role. The present study investigates the longer term effects of social-emotional indicators. Using a subsample of the ECLS-K dataset, this study used latent growth curve modeling incorporating school membership and complex survey weights on data from grades K through 8. Results showed kindergarten school readiness profiles including social-emotional skills do predict longer-term math and reading growth through eighth grade, but differentiates between one “comprehensive positive” profile and the other three profiles. It may be that the profiles are simply defining high vs. low risk, without profile distinction.

Authors

• Erin Winters, University of California - Davis

• Elizabeth A. Sanders, University of Washington