The authors thank Anamarie Auger, Thurston Domina, Aleksandra Holod, Jerry Keys, and four anonymous reviewers for their helpful comments and suggestions on previous versions of this manuscript. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A090467 to the University of California, Irvine (PI: George Farkas). The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics
Version of Record online: 17 JAN 2013
© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
Volume 84, Issue 4, pages 1171–1190, July/August 2013
How to Cite
Keys, T. D., Farkas, G., Burchinal, M. R., Duncan, G. J., Vandell, D. L., Li, W., Ruzek, E. A. and Howes, C. (2013), Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics. Child Development, 84: 1171–1190. doi: 10.1111/cdev.12048
- Issue online: 12 JUL 2013
- Version of Record online: 17 JAN 2013
- Institute of Education Sciences. Grant Number: R305A090467
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta-analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects.