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Predictors of school mobility from public school pre-K to kindergarten

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  • Greenburg, Jordan E.
  • Hines, Caitlin
  • Winsler, Adam

Abstract

Public school pre-k programs are not only effective in promoting children’s school readiness but are also potentially useful for easing the transition from pre-k to kindergarten. One possible reason for this ease of transition is eliminating the need for children to change schools when starting kindergarten. However, little is known about whether children actually stay at the same school for kindergarten that they attended for pre-k and what predicts school mobility between pre-k and kindergarten. Using data from a large (N = 18,775) and ethnically diverse (34.7% Black, 54.9% Latino, 10.3% White/other) sample of predominantly low-income children attending public school pre-k in Miami, we describe the prevalence, nature, and predictors of school mobility between the pre-k and kindergarten years. We found that 20.7% of students who attended public-school pre-k switched schools in the transition from preschool to kindergarten. Logistic regression analyses indicated that, before accounting for school quality, Black and Latino children (compared to White children) had higher odds of switching schools, as did children receiving free or reduced-price lunch. After accounting for school quality, Black children and children receiving free or reduced-price lunch no longer had higher odds of switching schools. Children attending lower-performing schools (compared to higher-performing schools) in pre-k had higher odds of switching schools. We also describe pre- and post-move school quality for different groups of children. Implications of school mobility between public school pre-k and kindergarten are discussed.

Suggested Citation

  • Greenburg, Jordan E. & Hines, Caitlin & Winsler, Adam, 2020. "Predictors of school mobility from public school pre-K to kindergarten," Children and Youth Services Review, Elsevier, vol. 119(C).
    • Handle: RePEc:eee:cysrev:v:119:y:2020:i:c:s0190740920320934
    DOI: 10.1016/j.childyouth.2020.105670
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    References listed on IDEAS

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    1. Mehana, Majida & Reynolds, Arthur J., 2004. "School mobility and achievement: a meta-analysis," Children and Youth Services Review, Elsevier, vol. 26(1), pages 93-119, January.
    2. Tran, Henry & Winsler, Adam, 2011. "Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care," Children and Youth Services Review, Elsevier, vol. 33(11), pages 2241-2252.
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    4. Ansari, Arya & Winsler, Adam, 2013. "Stability and sequence of center-based and family childcare: Links with low-income children's school readiness," Children and Youth Services Review, Elsevier, vol. 35(2), pages 358-366.
    5. Angel L. Harris, 2008. "Optimism in the Face of Despair: Black‐White Differences in Beliefs About School as a Means for Upward Social Mobility," Social Science Quarterly, Southwestern Social Science Association, vol. 89(3), pages 608-630, September.
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