Early Achievement Gaps and Their Associations with Preschool Contexts and Parental Engagement in Hong Kong

Research Findings: Wide achievement gaps closely linked to socioeconomic status (SES) are evident from an early age and persist globally. This study examined family SES-related achievement gaps across different developmental domains among preschool children in Hong Kong and the role of preschool SES and quality and parental engagement in these gaps. The participants were 877 preschoolers aged 3 to 5 years from 18 preschools in Hong Kong. Their holistic development was assessed individually using a simplified version of the Hong Kong Early Child Development Scale and the Movement Assessment Battery for Children. Preschool quality was evaluated using the Early Childhood Environmental Rating Scale-Revised Version, while primary caregivers reported their engagement in their children’s learning activities at home. Regression analysis revealed family SES-related early achievement gaps in academic learning, general knowledge, and fine motor development. Children from low-SES families were more likely to benefit from attending high-quality preschools in terms of their academic learning and fine motor development. However, parental engagement did not shield children from low-SES families from these achievement gaps. Practice or Policy: These results underscore the importance of investing in high-quality, equitable ECE and provide a foundation for future research into the mechanisms underlying early childhood inequities.