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Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (n≈9,270), it tests associations at each grade, comparing preschool attendance to no preschool, and examining subdomains such as working memory and cognitive flexibility. Results show small initial effects, heterogeneity by preschool type, rapid attenuation over time, and potential late “sleeper effects” for working memory, with research and policy implications.",{"@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/nationally-representative-evidence-on-the-association-between-preschool-and-executive-function-skills-throughout-elementary-school/591083/",{"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/nationally-representative-evidence-on-the-association-between-preschool-and-executive-function-skills-throughout-elementary-school/591083.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data set and sample size are used to study preschool attendance and executive function?","Question",{"text":112,"@type":113},"The study uses the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 with about 9,270 participants.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which executive function subdomains show associations with preschool attendance?",{"text":117,"@type":113},"Analyses suggest small initial associations with some subdomains such as working memory, but not others such as cognitive flexibility.",{"name":119,"@type":110,"acceptedAnswer":120},"Do the effects of preschool attendance persist across elementary school?",{"text":121,"@type":113},"Longitudinal results show rapid attenuation of initially positive associations, though there are indications of possible late “sleeper effects” for working memory in later elementary school.","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},591083,1792165925,{"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":39,"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":36,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–16 DOI: 10. 1177/23328584211048399  \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)  \nNationally Representative Evidence on the Association Between Preschool and Executive Function Skills Throughout Elementary School  \nMichael Little  \nNorth Carolina State University  \nExecutive function skills are a set of cognitive processes that help individuals to engage in goal-directed behavior and have been linked to benefits in academic achievement and other learning-related outcomes. Recently, there has been interest in understanding how attending center-based preschool may relate to the development of executive function skills. This study used the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (n ~ 9,270) to examine the association between preschool attendance and executive function skills in each grade of elementary school. The results of the analysis suggest small initial associations of preschool attendance with some subdomains of executive function (working memory) but not others (cognitive flexibility). These associations are heterogenous based on preschool type (i.e., public vs. private). The longitudinal analysis revealed rapid attenuation of initially positive associations, but also some indications of so-called “sleeper effects” emerged in late elementary school for working memory. Implications for research and policy are discussed.  \nKeywords: preschool, pre-kindergarten, elementary school, executive function  \nExEcutivE function is a set of cognitive processes that help individuals to engage in goal-directed behavior (Diamond & Lee, 2011) . Current scientific understanding of executive function suggests it has three components: (1) working memory, or the ability to hold and manipulate information in our mind; (2) cognitive flexibility, or the ability to shift your attention and perspectives; and (3) inhibitory control, or the ability to remain focused on tasks when distractions are present. Interest in these skills has burgeoned in recent decades due to their positive association with students’ academic achievement and learning-related outcomes (Best et al., 2011; Cameron et al., 2012; Ursache et al., 2012; Willoughby et al., 2017; Willoughby et al., 2019) . The purpose of this study was to examine the extent to which preschool attendance, 1 relative to no preschool, is associated with the development of students’ executive function skills in elementary school using a large nationally representative data set.  \nGiven the strong correlational evidence implicating the importance of executive function skills for student outcomes, there are some critical challenges identified in the executive function literature that require attention. First, there are large differences based on students’ race and socioeconomic status in their executive function outcomes on kindergarten entry. For example, Little (2017) analyzed a nationally representative data set and found large differences in students’ executive function based on  \nracial group membership and socioeconomic status (e.g. , Black and Hispanic students entered kindergarten approximately 0.5 standard deviations (SD) behind their White peers) . Other research highlights the challenges of lower levels of early executive function for later educational outcomes. This is particularly true for STEM outcomes, where research has shown that students with lower levels of early executive function are likely to have challenges in mathematics and science throughout elementary school (Morgan et al. , 2019) .  \nHowever, there is hope to address these challenges. Theory and related empirical work posit that preschool attendance is likely to support the development of children’s executive function skills. Executi","cbCaigJ1Ae7zLHgN","https://ap.wps.com/l/cbCaigJ1Ae7zLHgN","pdf",478529,16,"English","# Abstract\n## Research design and data source\n## Findings on executive function subdomains\n## Heterogeneity and longitudinal patterns\n## Implications","[{\"question\":\"What data set and sample size are used to study preschool attendance and executive function?\",\"answer\":\"The study uses the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 with about 9,270 participants.\"},{\"question\":\"Which executive function subdomains show associations with preschool attendance?\",\"answer\":\"Analyses suggest small initial associations with some subdomains such as working memory, but not others such as cognitive flexibility.\"},{\"question\":\"Do the effects of preschool attendance persist across elementary school?\",\"answer\":\"Longitudinal results show rapid attenuation of initially positive associations, though there are indications of possible late “sleeper effects” for working memory in later elementary school.\"}]","Nationally Representative Evidence on the Association Between Preschool and Executive Function Skills Throughout Elementary School | PDF",1792071085]