Open AccessClassroom Age Composition and the School Readiness of 3- and 4-Year-Olds in the Head Start Program
Author(s) -
Arya Ansari,
Kelly M. Purtell,
Elizabeth T. Gershoff
Publication year - 2015
Publication title -
psychological science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.641
H-Index - 260
eISSN - 1467-9280
pISSN - 0956-7976
DOI - 10.1177/0956797615610882
Subject(s) - head start , psychology , early head start , developmental psychology , child development , cohort , peer group , medicine
The federal Head Start program, designed to improve the school readiness of children from low-income families, often serves 3- and 4-year-olds in the same classrooms. Given the developmental differences between 3- and 4-year-olds, it is unknown whether educating them together in the same classrooms benefits one group, both, or neither. Using data from the Family and Child Experiences Survey 2009 cohort, this study used a peer-effects framework to examine the associations between mixed-age classrooms and the school readiness of a nationally representative sample of newly enrolled 3-year-olds (n = 1,644) and 4-year-olds (n = 1,185) in the Head Start program. Results revealed that 4-year-olds displayed fewer gains in academic skills during the preschool year when they were enrolled in classrooms with more 3-year-olds; effect sizes corresponded to 4 to 5 months of academic development. In contrast, classroom age composition was not consistently associated with 3-year-olds' school readiness.