State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs

W. Steven Barnett; Kwanghee Jung; Allison Friedman-Krauss; Ellen C. Frede; Milagros Nores; Jason T. Hustedt; Carollee Howes; Marijata Daniel-Echols

doi:10.1177/2332858418766291

State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs

W. Steven Barnett, Kwanghee Jung, Allison Friedman-Krauss, Ellen C. Frede, Milagros Nores, Jason T. Hustedt, Carollee Howes, Marijata Daniel-Echols

Research output: Contribution to journal › Article › peer-review

Abstract

State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children’s learning using a regression discontinuity design. These programs vary with respect to the population served, program design, and context. Weighted average effect sizes from instrumental variables analyses across these states are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills. State preK programs appear to differ in their effects. We offer recommendations for more rigorous, regular evaluation.

Original language	American English
Journal	AERA Open
Volume	4
Issue number	2
DOIs	https://doi.org/10.1177/2332858418766291
State	Published - Apr 1 2018
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Social Sciences (miscellaneous)

Keywords

preK
preschool
regression discontinuity
state-funded prekindergarten

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10.1177/2332858418766291

Cite this

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title = "State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs",

abstract = "State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children{\textquoteright}s learning using a regression discontinuity design. These programs vary with respect to the population served, program design, and context. Weighted average effect sizes from instrumental variables analyses across these states are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills. State preK programs appear to differ in their effects. We offer recommendations for more rigorous, regular evaluation.",

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T2 - An Analysis of Eight State Programs

AU - Barnett, W. Steven

AU - Jung, Kwanghee

AU - Friedman-Krauss, Allison

AU - Frede, Ellen C.

AU - Nores, Milagros

AU - Hustedt, Jason T.

AU - Howes, Carollee

AU - Daniel-Echols, Marijata

PY - 2018/4/1

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N2 - State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children’s learning using a regression discontinuity design. These programs vary with respect to the population served, program design, and context. Weighted average effect sizes from instrumental variables analyses across these states are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills. State preK programs appear to differ in their effects. We offer recommendations for more rigorous, regular evaluation.

AB - State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children’s learning using a regression discontinuity design. These programs vary with respect to the population served, program design, and context. Weighted average effect sizes from instrumental variables analyses across these states are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills. State preK programs appear to differ in their effects. We offer recommendations for more rigorous, regular evaluation.

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KW - preschool

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State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs

Abstract

ASJC Scopus subject areas

Keywords

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