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The effect of school-based kindergarten transition policies and practices on child academic outcomes.

Publication ,  Journal Article
Schulting, AB; Malone, PS; Dodge, KA
Published in: Developmental psychology
November 2005

This study examined the effect of school-based kindergarten transition policies and practices on child outcomes. The authors followed 17,212 children from 992 schools in the Early Childhood Longitudinal Study-Kindergarten sample (ECLS-K) across the kindergarten school year. Hierarchical linear modeling revealed that the number of school-based transition practices in the fall of kindergarten was associated with more positive academic achievement scores at the end of kindergarten, even controlling for family socioeconomic status (SES) and other demographic factors. This effect was stronger for low- and middle-SES children than high-SES children. For low-SES children, 7 transition practices were associated with a .21 standard deviation increase in predicted achievement scores beyond 0 practices. The effect of transition practices was partially mediated by an intervening effect on parent-initiated involvement in school during the kindergarten year. The findings support education policies to target kindergarten transition efforts to increase parent involvement in low-SES families.

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Published In

Developmental psychology

DOI

EISSN

1939-0599

ISSN

0012-1649

Publication Date

November 2005

Volume

41

Issue

6

Start / End Page

860 / 871

Related Subject Headings

  • United States
  • Socioeconomic Factors
  • Public Policy
  • Parenting
  • Outcome and Process Assessment, Health Care
  • Male
  • Longitudinal Studies
  • Humans
  • Female
  • Educational Status
 

Citation

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Schulting, A. B., Malone, P. S., & Dodge, K. A. (2005). The effect of school-based kindergarten transition policies and practices on child academic outcomes. Developmental Psychology, 41(6), 860–871. https://doi.org/10.1037/0012-1649.41.6.860
Schulting, Amy B., Patrick S. Malone, and Kenneth A. Dodge. “The effect of school-based kindergarten transition policies and practices on child academic outcomes.Developmental Psychology 41, no. 6 (November 2005): 860–71. https://doi.org/10.1037/0012-1649.41.6.860.
Schulting AB, Malone PS, Dodge KA. The effect of school-based kindergarten transition policies and practices on child academic outcomes. Developmental psychology. 2005 Nov;41(6):860–71.
Schulting, Amy B., et al. “The effect of school-based kindergarten transition policies and practices on child academic outcomes.Developmental Psychology, vol. 41, no. 6, Nov. 2005, pp. 860–71. Epmc, doi:10.1037/0012-1649.41.6.860.
Schulting AB, Malone PS, Dodge KA. The effect of school-based kindergarten transition policies and practices on child academic outcomes. Developmental psychology. 2005 Nov;41(6):860–871.

Published In

Developmental psychology

DOI

EISSN

1939-0599

ISSN

0012-1649

Publication Date

November 2005

Volume

41

Issue

6

Start / End Page

860 / 871

Related Subject Headings

  • United States
  • Socioeconomic Factors
  • Public Policy
  • Parenting
  • Outcome and Process Assessment, Health Care
  • Male
  • Longitudinal Studies
  • Humans
  • Female
  • Educational Status