Do pre-K skill advantages fade by the end of kindergarten?
Core argument: Pre-K graduates' academic and executive function advantages over non-attenders shrink by 55–60% by the end of kindergarten, in a study of 2,581 children from low-income homes.
Pre-K graduates enter kindergarten with superior academic and executive function skills compared to non-attenders, but these advantages diminish by 55-60% by the end of kindergarten. This convergence is most pronounced in letter-word identification skills, shrinking by 80%, while language and general knowledge skills see a 45% reduction. The study, involving 2,581 children from low-income homes, attributes this convergence to non-attenders making greater gains in kindergarten, not to differences in classroom experiences. Although pre-K provides an initial boost, the long-term impact is limited as many skills develop rapidly among non-attenders. For pre-K benefits to persist, they must be substantial and relevant to subsequent learning, highlighting the need for targeted interventions beyond early schooling.




Ed Comment:“…Good summary and explanation of important papers in this field from each of the relevant perspective. This dovetails with my argument that IT has opened a window of cognitive opportunities that exceeds the supply of talent, talent works to increase the productivity of talent, mainly by writing software. Revenue per cognitive employee increases (and labor’s share goes down). The question is, why hasn’t competition among firms with more productive employees driven down revenues proportionally. The answer I give in the chapter is that you have to be willing suffer a high risk of failure to get equity. The paper also cites a paper I have cited before that says 60% of the decline in labors share is caused by equity grants (and self-owned business income) not counted as labor income. Surely most of that is concentrated in the very cognitive segments showing a decline in labor’s share. …”