ArticleEarly childhood research quarterly
Kindergarten readiness for low-income and ethnically diverse children attending publicly funded preschool programs in Miami.
Article in Early childhood research quarterly. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
6 citing papers in PubMed.
- Promoting Third Grade Reading Proficiency in North Carolina: Policy Considerations.North Carolina medical journal · 2025Article
- Preparing Students for Success: Differential Outcomes by Preschool Experience in Baltimore City, Maryland.Prevention science : the official journal of the Society for Prevention Research · 2020Article
- Dual Language Competencies of Turkish-German Children Growing Up in Germany: Factors Supportive of Functioning Dual Language Development.Frontiers in psychology · 2018Article
- Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children.Child development · 2017Article
- Distinctive Mechanisms of Adversity and Socioeconomic Inequality in Child Development: A Review and Recommendations for Evidence-Based Policy.Policy insights from the behavioral and brain sciences · 2017Article
- Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
Using data from the Miami School Readiness Project (MSRP), we examine the kindergarten readiness of five cohorts (2002-2007) of children from low-income, ethnically, and linguistically diverse families (n = 16,176) in Miami, Florida who experienced three types of publicly funded preschool programs the year before kindergarten: public school-based pre-K, center-based care, or family childcare. Black and Latino children in public school-based pre-K programs consistently demonstrated greater kindergarten readiness when compared with their classmates in center-based and family childcare, controlling for demographic variables and cognitive skills at preschool entry. In most cases, low-income children enrolled in center-based care also exhibited greater kindergarten skills than their classmates who had attended family childcare. Results were the same across ethnic and language groups. Thus, for all groups of children, those who attended public school-based pre-K began kindergarten with a stronger start than their classmates who attended center-based care and family childcare, and they continued to do better at the end of the kindergarten year.
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Registered trials
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