The Effects of Early Childhood Education and Elementary School Quality on Noncognitive Outcomes

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-17 - Young Children's Care and Learning in Different Early Childhood Settings

Abstract

High quality preschool programs have produced notable academic benefits, while effects on other outcomes are less clear. There is some evidence to suggest that non-cognitive outcomes for preschool children are worse compared to children who did not attend preschool. Using data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998, this study investigates whether the effect of elementary school quality on externalizing behaviors and self-control varies for children who experienced different early childhood programs. The results show that school leadership improves non-cognitive skills and collective responsibility has differential impacts favoring prekindergarten children, followed by preschool children.

Author

• Stephanie DSouza, Johns Hopkins University