TY - JOUR
T1 - Impacts of the New Mexico PreK initiative by children's race/ethnicity
AU - Hustedt, Jason T.
AU - Jung, Kwanghee
AU - Friedman-Krauss, Allison H.
AU - Barnett, W. Steven
AU - Slicker, Gerilyn
N1 - Funding Information: Funding for this project was provided by the Department of Finance and Administration; the Children, Youth and Families Department; and the Public Education Department through the Legislature of the State of New Mexico. Additional funding was provided by The Pew Charitable Trusts. The funders were not involved in the study design; data collection, analysis, or interpretation; or the writing of this report. The authors are solely responsible for the views expressed here, and do not have competing interests. We extend special thanks to Alexandra Figueras-Daniel, Ellen Frede, Linda Goetze, and Scott Hughes. Publisher Copyright: © 2020
PY - 2021/1/1
Y1 - 2021/1/1
N2 - New Mexico is one of 44 U.S. states offering a public pre-K program for children at age 4. State models for pre-K vary in terms of availability, policies related to classroom quality, and populations of children served. In this study, we pool data from five successive cohorts of children (total N = 5218) using regression-discontinuity models to estimate the impacts of participating in New Mexico's pre-K program on young children's language, literacy, and math skills at kindergarten entry. Positive, statistically significant impacts of pre-K were found for each of these academic domains. Due to the high level of diversity in our sample, it was also possible to examine pre-K impacts separately for White, Hispanic, and Native American children. The largest impacts were found for White and Hispanic children, with less consistent and more modest impacts for Native American children. These findings suggest that while New Mexico's pre-K program generated academic benefits for children, not all groups of children benefited equally, and further information is needed to understand the reasons for these differences.
AB - New Mexico is one of 44 U.S. states offering a public pre-K program for children at age 4. State models for pre-K vary in terms of availability, policies related to classroom quality, and populations of children served. In this study, we pool data from five successive cohorts of children (total N = 5218) using regression-discontinuity models to estimate the impacts of participating in New Mexico's pre-K program on young children's language, literacy, and math skills at kindergarten entry. Positive, statistically significant impacts of pre-K were found for each of these academic domains. Due to the high level of diversity in our sample, it was also possible to examine pre-K impacts separately for White, Hispanic, and Native American children. The largest impacts were found for White and Hispanic children, with less consistent and more modest impacts for Native American children. These findings suggest that while New Mexico's pre-K program generated academic benefits for children, not all groups of children benefited equally, and further information is needed to understand the reasons for these differences.
KW - Academic outcomes
KW - Kindergarten readiness
KW - Preschool
KW - Regression-Discontinuity
KW - State prekindergarten
UR - http://www.scopus.com/inward/record.url?scp=85091793321&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85091793321&partnerID=8YFLogxK
U2 - https://doi.org/10.1016/j.ecresq.2020.09.006
DO - https://doi.org/10.1016/j.ecresq.2020.09.006
M3 - Article
SN - 0885-2006
VL - 54
SP - 194
EP - 203
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -