Do Preschool Peers Provide a Sustaining Environment in Kindergarten Classrooms? Data Access and Analysis Files

Name: Do Preschool Peers Provide a Sustaining Environment in Kindergarten Classrooms? Data Access and Analysis Files
Published: 2025-01-08
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Zhiling Shea, University of Maine at Farmingtom; Qing Zhang, University of California-Irvine; Jade Jenkins, University of California-Irvine; Tyler Watts, Columbia University

Version: View help for Version V1

American Educational Research Association Data Repository

Name	File Type	Size	Last Modified
Preschool peers analysis.do.pdf	application/pdf	272.7 KB	01/08/2025 09:51:AM
READ ME FIRST.docx	application/vnd.openxmlformats-officedocument.wordprocessingml.document	16 KB	01/08/2025 09:46:AM

Project Citation:

Shea, Zhiling, Zhang, Qing , Jenkins, Jade, and Watts, Tyler. Do Preschool Peers Provide a Sustaining Environment in Kindergarten Classrooms? Data Access and Analysis Files. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2025-01-08. https://doi.org/10.3886/E215102V1

Project Description

Summary: Using the Early Childhood Longitudinal Study - Kindergarten Cohort 2011, we examine (i) whether more preschool attendees in a kindergarten classroom relate to higher academic and social skills for children who did not go to preschool, (ii) whether more preschool attendees in the classroom moderate the benefits of preschool attendance (Child N = 11,360; Class N = 2,460; 67% White; 51% males; Mage = 5.6 years), and (iii) whether more preschool attendees in the classroom relate to teachers’ perceptions of children’s skills and their instructional content. In contrast to prior analyses using the 1998 cohort of the ECLS-K, we found no evidence of an association between the classroom percentage of preschool-attending peers and children’s academic, executive function, behavioral, and prosocial skills. However, we found that the percentage of preschool peers was associated with teachers’ perceptions of children’s reading skills and teachers’ instructional time spent on advanced reading content.

Funding Sources: National Institute of Child Health and Human Development (1R01HD095930-01A1); AERA-NSF Grants Program (1749275)

Scope of Project

Subject Terms: Preschool; kindergarten; peer effect; teacher perceptions; teacher Instruction

Geographic Coverage: United States

Time Period(s): 2010 – 2011

Data Type(s): administrative records data; observational data; survey data

Methodology

Sampling: We used the restricted version of ECLS-K:2011 dataset, a nationally representative sample of 18,150 children in about 970 schools entering kindergarten in the fall of 2010 using a complex survey sampling design.

Data Source: Early Childhood Longitudinal Study: 2011 was collected by the National Center for Education Statistics (NCES).

Collection Mode(s): mixed mode

Scales: IRT scaled scores for children's outcomes

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Published Versions

V1 [2025-01-08]

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