Understanding learning variability in early childhood: An equity-centered assessment of cognitive regulation among diverse preschool children

Children’s learning is shaped by inequitable access to resources, which contribute to persistent socioeconomic, racial, and linguistic disparities. Early assessment of foundational cognitive skills provides a promising, more equitable alternative to knowledge-based tests for identifying these learning disparities, though such assessments are susceptible to measurement biases linked to children’s developmental contexts. This study evaluated the validity and predictive utility of short, scalable direct assessments of cognitive regulation—tapping inhibitory control, working memory, and processing speed—administered to a diverse sample of preschool children (Fall N = 866; Spring N = 1111; Mean Age = 4.3 years). Using moderated nonlinear factor analysis, we identified measurement biases related to age, sex, socioeconomic status, and racial identity, revealing how cognitive regulation skills function differently across groups. Adjusting for these biases yielded more accurate insights than raw scores, revealing nonlinear growth in cognitive regulation, distinct sex differences, and widening racial disparities as children aged. Cognitive regulation assessed in the fall was more predictive of teacher-reported school readiness than change from fall to spring, underscoring its utility as an early screening tool. Findings highlight the promise of equitable assessments of cognitive regulation while emphasizing the need for early learning initiatives that address structural inequalities and promote children’s cognitive strengths.