Pre-Kindergarten Quality and Children’s Academic Achievement in Third Grade: Evidence from Colombia

• In Event: Evidence of the benefits of early childhood programs on child development in international contexts

Abstract

In this study, we explore the links between process and structural quality in Colombian pre-schools and children’s academic achievement in third grade. Extensive research linking the quality of early childhood education (ECE) and long-term academic achievement have shown mixed results. Yet, most of the empirical evidence has relied heavily on samples from high-income countries and less is known about this relation in low- and middle-income countries (LMICs; Berlinski & Schady, 2015). This is particularly critical for a region such as Latin America and the Caribbean where up to date approximately 60% of children between 36 and 59 months of age are registered in ECE programs (McCoy et al., 2018).
Data for this study came from two sources. First, we used data collected in 2012 (Maldonado-Carreño, Votruba-Drzal, Guerrero & Betancur, 2015) from a sample of 241 boys and girls from 31 to 51 months of age attending Pre-K centers in Bogotá, Colombia. Second, we use data from the national standardized achievement test Saber Tercero in 2017 that assesses mathematical and language achievement of children in third grade. The analytical sample for this study included 106 children with complete data in both datasets (45% girls). Pre-K process quality was assessed using the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008), the Early Childhood Environment Rating Scale (ECERS–R; Harms, Clifford, & Cryer, 1998), and reported by teachers using the Student-Teacher Relationship Scale (STRS; Pianta, 2001). Structural quality was represented by the Pre-K teacher’s educational attainment and years of professional experience. Children’s language and mathematical skills in Pre-K were assessed with the Woodcock-Johnson III (Woodcock, McGrew, & Mather, 2001) and the 15-item Mathematics Assessment (Klibanoff et al., 2006), respectively. Children’s language and mathematical skills in third grade were assessed through the Colombian national standardized Saber Tercero (MEN, ICFES, 2017). Children’s academic achievement in third grade was modeled as a function of Pre-K quality, controlling for their preschool language and mathematical skills, as well as their sociodemographic characteristics. We estimated separate models for each outcome and for each measure of process quality.
Preliminary analyses show a positive association between the quality of teacher-child relationships reported by teachers in pre-k, and children’s math and language scores in third grade (see Table 1). Observed-process quality assessed with CLASS and ECERS, and teacher’s education or experience were not significantly associated with academic achievement in third grade. Possible explanations for the differences in the results for teacher-reported versus observed-process quality will be discussed, as well as implications for research and public policy.

Authors

• Carolina Maldonado-Carreño, Universidad de los Andes (Uniandes)
  Non-Presenting Author

• Catalina Rey-Guerra, Boston College
  Non-Presenting Author

• Tiffany Jimenez, Universidad de los Andes (Uniandes)
  Non-Presenting Author

• Tatiana Plata, Universidad de los Andes (Uniandes)
  Presenting Author

• Paola Andrea Guerrero-Rosada, Texas A&M University - College Station
  Non-Presenting Author