Preschool writing and premathematics predict Grade 3 achievement for low-income, ethnically diverse children

• Published in: The Journal of educational research (Washington, D.C.) D.C.), 2017-09, Vol.110 (5), p.528-537
• Main Authors: Manfra, Louis, Squires, Christina, Dinehart, Laura H. B., Bleiker, Charles, Hartman, Suzanne C., Winsler, Adam
• Format: Article
• Language: English
• Subjects: Academic Achievement; Achievement Tests; Computation; Correlation; Diagnostic Tests; Education policy; Educational Policy; elementary school; Elementary School Students; Ethnic Diversity; Grade 3; Grade Point Average; Hierarchical Linear Modeling; High Stakes Tests; Learning; Low income groups; Low Income Students; Mathematics Achievement; Mathematics Skills; Predictor Variables; preschool; Preschool Children; Preschool Education; Reading Achievement; School Readiness; Scores; Standardized Tests; State Standards; Student Diversity; Writing; Writing (Composition); Writing Skills
• ISSN: 0022-0671; 1940-0675
• DOI: 10.1080/00220671.2016.1145095

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.