Early academic skills and childhood experiences across the urban–rural continuum

The urban–rural continuum provides unique contexts for development. Differences in access to resources and childrearing norms and practices in urban, suburban, and rural areas may be linked to disparities in early achievement. Yet, few studies examine associations between urbanicity and children's early academic skills. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6050) this study 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.

► This paper examines differences in academic skills at kindergarten entry across large urban, small urban, suburban and rural areas.
► This paper also considers whether home environments and child care experiences explain disparities in early achievement.
► This study utilizes nationally representative data and includes over 6000 children.
► Children in large urban and rural areas begin kindergarten academically behind children in small urban areas and suburbs.
► Disparities are partly explained by children's early home and child care experiences.