Children in large urban and rural areas entered kindergarten with less advanced academic skills than children in small urban areas

Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6050) this study, Early academic skills and childhood experiences across the urban–rural continuum, examined differences in academic skills at kindergarten entry across large urban, small urban, suburban and rural areas. Additionally, it considered whether home environments and child care experiences explained disparities in early achievement.

Results showed that children in large urban and rural areas entered kindergarten with less advanced academic skills than children in small urban areas and suburbs.

Lower achievement for rural children was partly explained by less advantageous home environments and increased use of home-based, rather than center-based, preschool. Parents living in large urban areas had less knowledge of child development, which helped explain their children's lower achievement.