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Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?

Jade M Jenkins1, Tyler W Watts1, Katherine Magnuson2

  • 1School of Education, University of California, Irvine.

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|July 13, 2018
PubMed
Summary

Teacher professional development significantly reduced the fadeout of preschool academic gains into elementary school. This finding highlights the importance of targeted support for sustaining early learning advantages for children.

Keywords:
Classroom QualityEarly Childhood EducationFadeoutHead StartPreschool

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Area of Science:

  • Early Childhood Education
  • Educational Psychology
  • Educational Policy

Background:

  • Preschool programs offer short-term academic benefits, but these gains often diminish (fadeout) by elementary school.
  • Limited research exists on environmental factors within elementary schools that can sustain preschool academic advantages.
  • Understanding fadeout is crucial for maximizing the long-term impact of early childhood education interventions, particularly for low-income children.

Purpose of the Study:

  • To investigate whether specific elementary school environmental conditions can mitigate the fadeout of preschool academic gains.
  • To examine the role of advanced content, high-quality instruction, and teacher professional supports in sustaining early learning advantages.
  • To analyze the impact of these factors on the transition from kindergarten to first grade.

Main Methods:

  • Secondary data analysis from two distinct preschool experimental studies.
  • Examination of elementary school features, including curriculum content, instructional quality, and teacher professional development.
  • Statistical analysis to determine if these features moderated the fadeout of academic benefits.

Main Results:

  • Instructional quality and advanced content in elementary schools did not significantly moderate academic fadeout.
  • Targeted teacher professional supports demonstrated a substantial mitigating effect on fadeout between kindergarten and first grade.
  • The positive impact of teacher professional supports on fadeout was not mediated through observed classroom quality.

Conclusions:

  • Targeted teacher professional development is a key factor in sustaining preschool academic gains into elementary school.
  • Elementary school instructional quality alone does not prevent the loss of early learning advantages.
  • Further research is needed to understand the specific mechanisms of aligned preschool-elementary curricula in sustaining benefits for low-income children.