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Predicting State Testing Proficiency with Preschool Assessments.

Patrick Ehrman1, Robert J Duncan2, Sara A Schmitt3

  • 1Purdue University, West Lafayette, IN, USA.

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|August 28, 2025
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Summary
This summary is machine-generated.

Early math and executive function (EF) skills in preschool predict later success in elementary school mathematics and English Language Arts (ELA). Vocabulary also predicts ELA proficiency, highlighting key areas for early intervention.

Keywords:
assessmentat risk/preventionhigh-stakes testing

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Area of Science:

  • Child Development
  • Educational Psychology
  • Early Childhood Education

Background:

  • Many US children do not achieve proficiency in elementary mathematics and English Language Arts (ELA).
  • Early academic and cognitive skills are linked to later academic success.
  • Identifying at-risk students requires considering multiple school readiness domains.

Purpose of the Study:

  • To examine the predictive relationship between preschool skills and later academic proficiency.
  • To identify specific preschool skills that predict mathematics and ELA proficiency in third and fourth grade.

Main Methods:

  • Longitudinal study of 431 children.
  • Used ordinal logistic regressions to analyze data from nine preschool assessments.
  • Examined fall, spring, and year-long changes in skills.

Main Results:

  • Early mathematics and executive function (EF) skills strongly predicted proficiency in both mathematics and ELA.
  • Preschool vocabulary skills predicted ELA proficiency, but early literacy skills did not.
  • Predictive models consistently identified mathematics and EF as key predictors.

Conclusions:

  • Early mathematics and EF skills are crucial for developing both math and ELA proficiency.
  • Vocabulary development is important for ELA success.
  • Findings support targeted interventions in preschool to enhance school readiness and improve long-term academic outcomes.