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Trends in Children’s Academic Skills at School Entry: 2010 to 2017

Megan Kuhfeld,
James Soland,
Christine Pitts,
Margaret Burchinal

Students’ level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past ten years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners’ math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students. Results indicated kindergarteners in 2017 have slightly lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period.

Keywords
Kindergarten Achievement; Early Childhood Education; Preschool; Achievement Trends
Topics
Student Learning
Tags
Assessment,
Early childhood education,
Race, ethnicity, and education
Download 09/2019
Document Object Identifier (DOI)
10.26300/k3gm-mj76
EdWorkingPaper suggested citation:
Kuhfeld, Megan, James Soland, Christine Pitts, Margaret Burchinal. (). Trends in Children’s Academic Skills at School Entry: 2010 to 2017. (EdWorkingPaper: -137). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/k3gm-mj76

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