Do better schools help to prolong early childhood education effects?

Kitchens, Karin E.; Gormley, William T.; Anderson, Sara

doi:10.1016/j.appdev.2019.101092

Cited by 10 publications

(12 citation statements)

References 31 publications

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“…It was not until 2018, most of this cohort's junior year in high school, that Oklahoma teachers finally won a substantial pay hike ($6100), following a 2‐week work stoppage and protests at the State Capitol (Eger, 2019). Tulsa's relatively strong magnet schools may have provided a much‐needed “sustaining environment” to pre‐K alumni (Bailey et al, 2017; Kitchens et al, 2020), but its traditional public schools, lacking resources beginning approximately with the Great Recession of 2008, struggled to recruit and retain teachers and to provide high classroom quality.…”

Section: Discussionmentioning

confidence: 99%

“…A national study using ECLS‐K data reached a similar conclusion (Ansari & Pianta, 2018). Other research in Tulsa found that pre‐K attendees were more likely than non‐alumni to attend a magnet middle school, which helps them to sustain positive pre‐K effects because the magnet schools are generally superior in quality to the traditional public schools (Kitchens et al, 2020). On the other hand, research on how elementary school quality shapes Head Start program impacts does not always demonstrate longer lasting impacts in higher‐quality classrooms (Jenkins et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

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Does early childhood education help to improve high school outcomes? Results from Tulsa

et al. 2022

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Early childhood education contributes to improved school readiness but impacts on high school remain unclear. This study estimates the effects of Tulsa, Oklahoma's universal pre‐K and Head Start programs through the junior year of high school (in 2018/2019; N = 2902; Mage = 16.52, SD = .39; 48% female; 28% white, 34% Black, 27% Hispanic, 8% Native American). Propensity score weighted regressions suggest students who attended pre‐K, but not Head Start, missed less school, were less likely to fail courses and be retained in grade, were more likely to take an Advanced Placement/International Baccalaureate course, but did not have higher test scores or grades. Subgroup analyses by race/ethnicity demonstrated some differences in the pattern of associations favoring students of color.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Does early childhood education help to improve high school outcomes? Results from Tulsa

et al. 2022

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“…When considering the mechanisms that might lead ECE interventions to produce long-run effects on key adolescent and adult outcomes, researchers have placed increasing attention on children’s subsequent schooling experiences (e.g., Kitchens et al, 2020). We offer new evidence regarding school selection effects following an intensive ECE intervention given that the randomly assigned CSRP program had positive and statistically significant effects on students’ later selection into higher quality high schools.…”

Section: Discussionmentioning

confidence: 99%

“…In the Abecedarian study, follow-up analyses showed that children exposed to the intensive ECE intervention were substantially less likely to be retained or placed in special education (Bailey et al, 2017). More recently, quasi-experimental evidence from the Tulsa public preschool program has found that access to preschool boosted the probability that students would attend a magnet middle school (Kitchens et al, 2020), and an experimental evaluation of Boston's preschool program found that students randomly assigned to attend public preschool were more likely to enroll in a Boston public school for elementary school (Weiland et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impacts of an Early Childhood Educational Intervention on Later School Selection

Watts

Ibrahim

Khader

et al. 2020

Educational Researcher

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In the current article, we examine the long-run school selection patterns of children randomly assigned to the Chicago School Readiness Project, an early childhood educational (ECE) intervention that aimed to improve the quality of Head Start classrooms serving low-income communities. Analyses suggest that adolescents who participated in the program were more likely to opt out of their assigned neighborhood school and attend schools with better indicators of academic performance. Further analyses suggested that these selection patterns began in elementary school, although elementary school quality explained only a small portion of the effect on high school selection. Results suggest that intensive ECE interventions could have lasting effects on children’s patterns of selection into later educational environments.

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“…Students who attended Tulsa’s pre-K program were more likely to remain in Tulsa’s public school system and have access to Tulsa’s magnet middle and high schools than matched control students (Gormley, Phillips, & Anderson, 2018; Kitchens, Gormley, & Anderson, 2020).…”

Section: Mechanisms For Persistencementioning

confidence: 99%

Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions

Bailey

Duncan

Cunha

et al. 2020

Psychol Sci Public Interest

183

120

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Some environmental influences, including intentional interventions, have shown persistent effects on psychological characteristics and other socially important outcomes years and even decades later. At the same time, it is common to find that the effects of life events or interventions diminish and even disappear completely, a phenomenon known as fade-out. We review the evidence for persistence and fade-out, drawing primarily on evidence from educational interventions. We conclude that (a) fade-out is widespread and often coexists with persistence; (b) fade-out is a substantive phenomenon, not merely a measurement artifact; and (c) persistence depends on the types of skills targeted, the institutional constraints and opportunities within the social context, and complementarities between interventions and subsequent environmental affordances. We discuss the implications of these conclusions for research and policy.

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Do better schools help to prolong early childhood education effects?

Cited by 10 publications

References 31 publications

Does early childhood education help to improve high school outcomes? Results from Tulsa

Does early childhood education help to improve high school outcomes? Results from Tulsa

Exploring the Impacts of an Early Childhood Educational Intervention on Later School Selection

Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions

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