Exploring Pathways From Preschool Tuition Credits to Children’s Outcomes via Family Processes

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Home Learning Environment (Table 9)

Abstract

This study drew from a sample of families who received a tiered tuition credit from the Denver Preschool Program for their child to attend a preschool of their choosing. We explored pathways by which the tuition credit influenced children’s social-emotional and executive functioning outcomes via parenting processes. Results of a path analysis showed that families who reported greater economic relief from the tuition credit reported lower levels of parental stress. Less parental stress, in turn, was predictive of fewer difficulties with inhibitory control and working memory, and higher levels of social-emotional skills among children. Lower levels of parental stress also influenced children’s social-emotional skills via an indirect pathway, by enhancing parental warmth and engagement in learning activities with their child.

Authors

• Diana Schaack, University of Colorado - Denver

• Vi-Nhuan Le, NORC at the University of Chicago

• Claudia Vail, University of Colorado - Denver