Abstract

A person-centered approach was used to explore how preschool school readiness profiles predict Grade 3 academic performance among a large (N = 43,044) low-income, ethnically-diverse longitudinal sample of children. Study aims: (a) determine the number and type of preschoolers’ school readiness profiles, (b) determine how profile membership relates to demographic characteristics, and (c) use the profiles to predict Grade 3 academic achievement. Six profiles were found: Pre-academic strength (PAS) strong school, average home behavior; PAS-average school, low home behavior; PAS-average school, strong home behavior; Pre-academic weakness (PAW) average school, low home behavior; PAW-low school, average home behavior; and Overall poor school readiness. Demographic characteristics were associated with profile membership, and profiles were differentially related to Grade 3 outcomes, after controlling for demographic factors. Results highlight the importance of starting school with strong social skills at school (vs. home) and the potential benefits of public school pre-K boosting children’s social/emotional skills.

摘要

以人为本的方法被用来探索学前教育准备情况如何预测一个大型（N = 43,044) 低收入、种族多样化的儿童纵向样本。研究目标：(a) 确定学龄前儿童入学准备情况的数量和类型，(b) 确定档案成员与人口特征的关系，以及 (c) 使用档案预测 3 年级学业成绩。发现了六个概况：学前实力（PAS）强学校，平均家庭行为；PAS-平均学校，低家庭行为；PAS-平均学校，强烈的家庭行为；学前弱点 (PAW) 普通学校，低家庭行为；PAW-低学校，平均家庭行为；整体上学准备状况不佳。在控制人口因素后，人口特征与个人资料成员相关，个人资料与 3 级结果有不同的相关性。