Primary Early Care and Education Arrangements and Achievement at Kindergarten Entry

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This statistical analysis, from the National Center for Education Statistics, explores different early care and education (ECE) arrangements, their prevalence over time, their relationship to family characteristics, and their correlation with the academic skills and learning behaviors of students at kindergarten entry. After controlling for various student characteristics, they find that students’ primary ECE arrangements prior to the year of kindergarten have a statistically significant relationship with their academic skills and learning behaviors in kindergarten. Notably, compared to students with no ECE arrangements, students in center-based care arrangements had the largest increase in mean reading and math scores, whereas students in multiple ECE arrangements had the largest gains in cognitive flexibility scores and ‘approaches to learning’ scores.

Read the full report here.