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Instructional Content Redundancy in Pre-K and Kindergarten","","Instructional content redundancy between pre-K and kindergarten affects how children build early language, literacy, and math knowledge. This study evaluates the extent to which kindergarten skills and concepts repeat content in a state’s public pre-K program and identifies which children experience the most redundancy. Teacher survey findings show about 37% of kindergarten language, literacy, and math content is redundant with pre-K, with the highest rates for basic items such as letter identification and sight words. Children from families at or below the poverty line experience higher redundancy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-missed-opportunity-instructional-content-redundancy-in-pre-k-and-kindergarten/590109/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-missed-opportunity-instructional-content-redundancy-in-pre-k-and-kindergarten/590109.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about pre-K and kindergarten instruction?","Question",{"text":112,"@type":113},"The study examines how much kindergarten skills and concepts duplicate content taught in one state’s public pre-K program, and who is most likely to experience this redundancy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How much of kindergarten content is found to be redundant with pre-K?",{"text":117,"@type":113},"Teacher surveys indicate that about 37% of the language, literacy, and math content covered in kindergarten is redundant with content covered in pre-K.",{"name":119,"@type":110,"acceptedAnswer":120},"Which children are most likely to experience higher redundancy?",{"text":121,"@type":113},"Children from families living at or below the poverty line experience significantly higher rates of redundant content.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590109,1792232089,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–15 DOI: 10. 1177/23328584211006163  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nA Missed Opportunity? Instructional Content Redundancy in Pre-K  \nand Kindergarten  \nLora Cohen-Vogel  \nUniversity of North Carolina at Chapel Hill  \nMichael Little  \nNorth Carolina State University  \nWonkyung Jang  \nMargaret Burchinal  \nMary Bratsch-Hines  \nUniversity of North Carolina at Chapel Hill  \nPolicy observers have expressed concern over whether misalignment between pre-KandK–12 has negative consequences forchildren. This study considers students’exposure to redundant content across the pre-K and kindergarten years. Specifically, it asks, to what extent are skills and concepts taught in kindergarten redundant with skills and concepts taught in one state’s public pre-K program, and for whom is redundancy most likely? Overall, findings from teacher surveys show that about 37% of the language, literacy, and math content covered in kindergarten is redundant with content covered in pre-K. The highest rates of redundancy seem to occur for basic (rather than advanced) content items, including the identification of letters and sight words. Moreover, children from families who live at or below the poverty line experience significantly higher rates of redundant content. Implications for policy, practice, and future research are discussed.  \nKeywords: pre-kindergarten, kindergarten, early childhood education, education policy, curriculum  \nHigH-quality prekindergarten programs (pre-K) have the potential to increase children’s readiness for school and narrow achievement gaps (e.g., Bassok, 2010; Dodge et al., 2017; Gormley et al., 2005; Ladd et al., 2014; Magnuson & Shager, 2010; Magnuson & Waldfogel, 2005; Yoshikawa et al., 2016) . Fueled by the evidence, policymakers across the United States have funded public pre-K (Cohen-Vogel, Sadler, Little, Merrill, & Curran, 2020; Merrill et al., 2020), and today, according to the National Institute for Early Education Research, 43 states have adopted programs that together enroll 34% of the nation’s 4-year-olds (FriedmanKrauss et al., 2019) . In many cases, however, the promising impacts on school readiness do not appear to reliably persist into elementary school—a pattern referred to as the fade-out effect (Bailey et al., 2017; Duncan & Magnuson, 2013; Farran & Lipsey, 2015; Hill et al., 2015; Magnuson et al.,  \n2007; Phillips et al., 2017; Schweinhart et al., 1993) .  \nResearchers are working to test various explanations for pre-K program fade-out (Burchinal et al., working paper) . They include the “sustaining environments” explanation,  \npositing that a child’s schooling environment after program treatment is critical for the persistence of any effects (e.g., Duncan & Magnuson, 2013) . Applied to early childhood education, this argument suggests that the persistence of pre-K program effects relies on subsequent educational experiences that are high quality and enriching. Other explanations suggest that impact persistence depends fundamentally on whether interventions target the right type of skills atthe developmentally appropriate time (e.g., Bailey et al., 2017; Duncan & Magnuson, 2013) .  \nAnother explanation forwarded recently by Jenkins and Duncan (2017) and others (e.g., Bailey et al., 2017; Farran & Lipsey, 2015) suggests that the phenomenon of interest is not as much one of fade-out as “catch-up.” Research suggests that basic academic skills develop rapidly in children at the point of exposure to formal education (e.g., Hill et al., 2008) . The so-called fade-out effect of pre-K treatment, therefore, is explained by non–pre-K attenders exposed to educational content in early elementary school catching up with their peers who attended pre-K. As such, whil","cbCaidPQecl0RcuQ","https://ap.wps.com/l/cbCaidPQecl0RcuQ","pdf",515780,15,"English","# Instructional content redundancy in early childhood\n## Study aims and research questions\n## Redundancy rates reported by teacher surveys\n## Equity implications by family poverty status","[{\"question\":\"What does the study examine about pre-K and kindergarten instruction?\",\"answer\":\"The study examines how much kindergarten skills and concepts duplicate content taught in one state’s public pre-K program, and who is most likely to experience this redundancy.\"},{\"question\":\"How much of kindergarten content is found to be redundant with pre-K?\",\"answer\":\"Teacher surveys indicate that about 37% of the language, literacy, and math content covered in kindergarten is redundant with content covered in pre-K.\"},{\"question\":\"Which children are most likely to experience higher redundancy?\",\"answer\":\"Children from families living at or below the poverty line experience significantly higher rates of redundant content.\"}]","A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten | PDF",1792068811,38]