In this study, we use a large-scale (n = 33,717) ethnically diverse (59% Latinx, 34% Black, and 7% White/other) largely low-income sample to assess the predictive power of a wide range of school readiness skills measured at age four in preschool on authentic academic outcomes through Grade 5. Specifically, we explored the extent to which cognitive, language, fine motor, gross motor, and socioemotional skills at age four are related to GPA, standardized test scores, likelihood of retention, and likelihood of suspension in Kindergarten and key grades through Grade 5. OLS and logistic regressions revealed that each of these measures of school readiness was related to later academic outcomes, even when controlling for demographic characteristics and other measures of performance in preschool. Preschool socioemotional readiness skills were consistently related to K to Grade 5 outcomes. These findings suggest that school readiness skills at age 4 have long-term influence on academic performance in elementary school and that socioemotional skills are an important component of school readiness.

在本研究中，我们使用大规模（n = 33,717) 种族多样化（59% 拉丁裔、34% 黑人和 7% 白人/其他）主要是低收入样本，以评估在学龄前四岁时测量的各种入学准备技能对真实学业成绩的预测能力5 年级。具体而言，我们通过以下方式探讨了四岁时的认知、语言、精细运动、粗大运动和社会情感技能与 GPA、标准化考试成绩、保留的可能性以及在幼儿园和关键年级中停学的可能性之间的关系： 5 年级。OLS 和逻辑回归表明，即使在控制人口学特征和学龄前表现的其他衡量指标时，这些入学准备的衡量指标中的每一个都与以后的学业成绩有关。学前社会情绪准备技能始终与 K 到 5 年级的结果相关。