This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS–K) to examine how children's skills and knowledge at kindergarten entry predict their achievement in later grades. It extends previous research by examining longer–term achievement outcomes, namely test scores at the end of fifth grade, and gives an indication of how other nonacademic areas of school readiness (i.e., physical and socioemotional development) may be related to test performance.
Le, V., Kirby, S.N., Barney, H., Setodji, C.M., Gershwin, D. (2006). "School Readiness, Full–Day Kindergarten, and Student Achievement." Santa Monica, CA: RAND Corporation. Retrieved from http://www.aecf.org/upload/publicationfiles/ec3624j67.pdf.