An Examination of Academic-Based Peer Effects in Kindergarten

• In Event: Exploring Children's Peer Interactions

Abstract

Prior studies of early childhood “peer effects” have documented peer influence but focused mostly on exogenous factors (such as racial, gender, and socioeconomic status compositions), not malleable, endogenous skills. This study used the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 to explore the association between peer academic skills at kindergarten entry and individual reading and mathematics learning in kindergarten. Multilevel multivariate regression was used to surface any associations and to determine if they vary by baseline achievement level. Class baseline skills were significant predictors of kindergarten learning for reading and mathematics. For reading, students with relatively low baseline skills appear more sensitive to class mean changes. These results call for further investigation of peers’ contributions to classroom quality.

Authors

• Kristen Coe, City of Philadelphia

• John Fantuzzo, University of Pennsylvania