Document Type
Article
Publication Date
Spring 2025
Abstract
This study investigates the impact of pre-kindergarten (pre-K) attendance on academic achievement in literacy and math among students in grades K–2 at a private Catholic school. Data were collected from standardized assessments, comparing students who attended school-based pre-K to those who did not. Results show a statistically significant advantage in literacy for pre-K attendees at the beginning of kindergarten, particularly in the 2024–2025 cohort. However, these academic benefits tend to diminish over time, with no consistent significant differences observed in higher grades. The findings highlight the importance of early childhood education in providing an initial academic boost, though sustaining these gains requires further exploration. Limitations and recommendations for future research are discussed to better understand how early learning experiences influence long-term academic outcomes.