This study examines associations between enrollment in high‐quality PreK and growth in children's (N = 422; Mage = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social–emotional skills across kindergarten (2017–2018) and first grade (2018–2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence between PreK enrollees and non‐enrollees in language skills occurred during first grade than kindergarten. Convergence patterns were stronger in math during kindergarten than in first grade. There were no associations between PreK enrollment and executive functioning by spring of first grade; most convergence occurred in first grade. All other associations were null by first grade.

中文翻译：

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超越时间点估计：使用增长模型了解 PreK 收敛何时发生、如何发生以及针对哪些技能


本研究考察了高质量 PreK 入学与儿童生长之间的关联 （N = 422;法师 = 5.63 岁;47% 为女性;15% 亚裔，19% 黑人，30% 白人，31% 西班牙裔;幼儿园 （5-2017） 和一年级 （2018-2019） 的学术、执行功能和社会情感技能。PreK 入学与语言和数学技能之间的关联一直持续到一年级。PreK 入学者和非入学者在语言技能方面的趋同发生在一年级而不是幼儿园。幼儿园数学的收敛模式比一年级强。到一年级春季，PreK 入学与执行功能之间没有关联;大多数趋同发生在一年级。到一年级时，所有其他关联都为空。