The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of achievement and executive functioning skills at the end of kindergarten, and also that the benefits of pre-K at the start of the year diminished by a little more than half. This convergence between groups' performance was largest for more constrained skills, such as letter-word identification, and was attributed to the fact that nonattenders made greater gains in kindergarten as compared with graduates of pre-K. Importantly, convergence in the groups' performance in kindergarten was not attributed to pre-K children's classroom experiences in kindergarten. Convergence was, however, attributable to preexisting individual differences, and there was support for the notion that even though children's skills are susceptible to improvement as a result of pre-K, their longer-term outcomes are likely to be impacted by factors that are outside the scope of early schooling. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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坚持与融合：学前班毕业生及其不上学同龄人的幼儿园成果的终结。

本调查研究了来自低收入家庭的儿童在幼儿园结束前的福利，这些家庭生活在一个大而多样化的县（n = 2,581），以及与幼儿园期间福利减少相关的因素。结果显示，学前班毕业生在幼儿园结束时在成就和执行能力方面的表现优于未上学的学生，而且年初学前班的好处减少了一半多一点。对于更受限制的技能（例如字母单词识别）而言，群体表现之间的这种趋同最大，这归因于与学前班毕业生相比，未上学的人在幼儿园取得了更大的进步。重要的是，群体的融合 幼儿园的表现不归因于学前班儿童在幼儿园的课堂经历。然而，趋同归因于先前存在的个体差异，并且有人支持这样一种观点，即即使儿童的技能容易因学前班而得到改善，但他们的长期结果可能会受到外部因素的影响。早期教育的范围。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。他们的长期成果可能会受到早期教育范围之外的因素的影响。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。他们的长期成果可能会受到早期教育范围之外的因素的影响。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。