How School Readiness at Age Four Shapes Academic Success Through Fifth Grade

Children sitting on carpet squares listening to their teacher read a book.

Starting school ready to learn is a critical foundation for a child’s long-term academic journey. A recent large-scale study involving nearly 34,000 children from diverse ethnic and economic backgrounds highlights just how powerful early school readiness skills can be in predicting academic achievement all the way through fifth grade.

What Is School Readiness?

School readiness refers to the set of skills children need before entering primary school to thrive academically and socially. These skills include cognitive abilities like counting and language, motor skills such as fine and gross motor coordination, and socioemotional skills like self-control, initiative, and healthy relationships with others.

The Study: Who and What Was Measured?

This extensive study focused on children around age four, many from low-income families and ethnically diverse communities, including Latinx and Black populations. Researchers examined a wide range of readiness skills measured during preschool and tracked these children’s academic progress through fifth grade.

The study looked not only at traditional academic markers such as GPA and standardized test scores—but also at behavioral outcomes like grade retention and suspensions, providing a comprehensive picture of school success.

Key Findings: Why Early Skills Matter

1. Early Skills Predict Later Success: Children’s readiness skills at age four were consistently linked to better grades and higher test scores through elementary school. This shows that early development isn’t just about immediate gains but has lasting effects.

2. Socioemotional Skills Are Crucial: While cognitive and language skills are often emphasized, socioemotional skills also played a significant role in predicting academic outcomes. Skills like self-regulation, initiative, and positive behavior helped children navigate the social and emotional challenges of school life, contributing to their academic performance.

3. Reducing Disparities: For children from low-income backgrounds or marginalized communities, strong school readiness skills acted as protective factors against the systemic disadvantages they often face. This underscores the importance of early interventions to help close achievement gaps.

4. Beyond Academics: The study also found that readiness skills influenced the likelihood of grade retention and suspension, which are important indicators of how well children adjust behaviorally and socially in school environments.

   
   

What Does This Mean for Parents, Educators, and Policymakers?

• Invest in Early Childhood Education: High-quality preschool programs that build cognitive, language, motor, and socioemotional skills are vital. These programs lay the groundwork for future academic success and help level the playing field for disadvantaged children.

• Focus on Socioemotional Learning: Schools and early education programs should prioritize social-emotional development alongside traditional academics. Teaching children self-awareness, self-management, and relationship skills prepares them for both schoolwork and social interactions.

• Use Comprehensive Assessments: Evaluating a broad range of readiness skills can help identify children who might benefit from additional support before starting school, improving their chances for long-term success.

  
  

Final Thoughts

This study reinforces what many educators and therapists have long believed: early childhood is a critical period during which developing a balanced set of skills can significantly shape a child’s academic trajectory. By supporting both academic and socioemotional readiness in children before they enter kindergarten, we can help ensure that they succeed and thrive throughout their educational journey.

Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dineheart, L., & Winsler, A. (2021). School readiness skills at age four predict academic achievement through 5th grade. Early Childhood Research Quarterly, 57, 59–73. https://doi.org/10.1016/j.ecresq.2021.05.006