The Effects of Tulsa's Pre‐K Program on Middle School Student Performance

Gormley, William T.; Phillips, Deborah; Anderson, Sara

doi:10.1002/pam.22023

Cited by 62 publications

(63 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Head Start produced modest positive effects on immediate cognitive and social–emotional outcomes (Puma et al, ; Shager et al, ), but impacts on longer‐term outcomes have been mixed (Puma et al, , ). Similar results – with positive gains for children at the end of treatment but fade‐out in early elementary school – are consistent with earlier work (Barnett, ; Deming, ), though a follow‐up study of Tulsa's universal pre‐K program found sustained impacts on academic outcomes in middle school (Gormley, Phillips, & Anderson, ). Importantly, a recent study re‐analyzed data from the Head Start Impact Study and found significant variation in impacts based on child, center, and neighborhood characteristics (Morris et al, ).…”

Section: Introductionsupporting

confidence: 87%

Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade‐out

Wolf

Aber

Behrman

et al. 2019

Developmental Science

View full text Add to dashboard Cite

Preschool programs have expanded rapidly in low‐ and middle‐income countries, but there are widespread concerns about whether they are of sufficient quality to promote children's learning and development. We conducted a large school‐randomized control trial (‘Quality Preschool for Ghana’ – QP4G) of a one‐year teacher training and coaching program, with and without parental‐awareness meetings, designed to improve preschool quality and child development. We followed 3,435 children in 240 schools in the Greater Accra Region of Ghana, a country with universal pre‐primary education. A previous study reported positive impacts of teacher training (but not teacher training plus parental‐awareness meetings) at the end of the implementation year on some dimensions of classroom quality, teacher well‐being, and children's school readiness (Wolf et al., [2019] Journal of Research on Educational Effectiveness, 12, 10–37). The present study analyzed a new round of data collected 1 year after the end of implementation to assess (a) the extent of persistence in impacts on child development and (b) whether such impacts vary by select child, household, and school characteristics. We found impacts of the teacher training intervention on children's overall school readiness were sustained (d = 0.13), but were only marginally statistically significant. When broken down by domain, impacts on social–emotional skills specifically persisted. Persistent negative effects of teacher training plus parental‐awareness meetings varied by the literacy status of the male parent such that negative impacts were concentrated in children in households with non‐literate male heads.

show abstract

Section: Introductionsupporting

confidence: 87%

Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade‐out

Wolf

Aber

Behrman

et al. 2019

Developmental Science

View full text Add to dashboard Cite

show abstract

“…For example, one of our study’s key medium‐term outcomes—post‐prekindergarten enrollment in the BPS—has not been a focus in the literature to date, though it increasingly is a focus of localities that administer such programs. The only relevant evidence we are aware of is a recent study that found that Tulsa prekindergarten alumni were somewhat more likely to persist in the Tulsa Public Schools than were non‐Tulsa prekindergarten and non‐Tulsa Head Start attenders through eighth grade (Gormley, Phillips, & Anderson, ). There are, however, on‐the‐ground reports that schools in both New Orleans and DC—in which parent choice is a central feature of school assignment—have chosen to offer prekindergarten as a strategy to attract and retain families (D. Ewen, personal communication, June 19, 2017; Weixler, Lincove, & Gerry, ).…”

Section: When Might Prekindergarten Benefits Persist?mentioning

confidence: 99%

The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade

Weiland

Unterman²,

Shapiro

et al. 2019

Child Development

View full text Add to dashboard Cite

This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and third‐grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control‐group children attended center‐based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery‐based studies.

show abstract

“…These estimates are presented in more detail elsewhere (Gormley, Phillips, and Anderson 2016) but are summarized here.…”

Section: Effects Of Tulsa Pre-k Program On Grade Retentionmentioning

confidence: 99%

A Benefit-Cost Analysis of the Tulsa Universal Pre-K Program

Bartik¹,

Belford²,

Gormley³

et al. 2017

Self Cite

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in ABSTRACTIn this paper, benefits and costs are estimated for a universal pre-K program, provided by Tulsa Public Schools. Benefits are derived from estimated effects of Tulsa pre-K on retention by grade 9. Retention effects are projected to dollar benefits from future earnings increases and crime reductions. Based on these estimates, Tulsa pre-K has benefits that exceed costs by about 2-to-1. This benefit cost ratio is far less than the much higher benefit-cost ratios (ranging from 8-to-1 to 16-to-1) for more targeted and intensive pre-K programs, such as Perry Preschool and the Chicago Child-Parent Center (CPC) program. Comparing benefit-cost results from different studies suggests that our more modest estimates are due to two factors: 1) smaller percentage effects of pre-K on future earnings and crime in Tulsa than in Perry and CPC, and 2) smaller baseline crime rates in Tulsa than in the Perry and CPC comparison groups. JEL Classification Codes: I28, I26, H43Key Words: Universal pre-K, benefit-cost analysis, grade retention, crime reduction effects of education, increased earnings effects of education Acknowledgments:

show abstract

The Effects of Tulsa's Pre‐K Program on Middle School Student Performance

Abstract: Abstract

Cited by 62 publications

References 47 publications

Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade‐out

Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade‐out

The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade

A Benefit-Cost Analysis of the Tulsa Universal Pre-K Program

Contact Info

Product

Resources

About