Heterogeneity in Effects of a State Quality Rating and Improvement System Among Pre-Kindergarten Children

• In Event: Early Childhood Education Quality Improvements

Abstract

We tested two complementary developmental hypotheses regarding the fit between children and their environments by examining heterogeneity in effects of a state Quality Rating and Improvement System (QRIS) based on children’s entering skills. The sample included 683 children (48% female; M age = 57.56 months) whose families received childcare subsidies. Multilevel regression models investigated whether children in high-quality programs experienced greater growth in math, literacy, and vocabulary from fall to spring if they entered with stronger executive function abilities (foundational skills hypothesis), or if they entered with weaker academic abilities (compensatory skills hypothesis). Results suggested children who attended programs that were not enrolled in QRIS had higher spring literacy performance when they began the year with stronger executive function skills.

Authors

• Jennifer Finders, Purdue University

• Robert Duncan, Purdue University

• David J. Purpura, Purdue University

• James Elicker, Purdue University

• Sara Schmitt, Purdue University