The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut

Montrosse-Moorhead, Bianca; Dougherty, Shaun M.; Salle, Tamika P. La; Weiner, Jennie; Dostal, Hannah M.

doi:10.1016/j.ecresq.2019.02.006

Cited by 14 publications

(10 citation statements)

References 43 publications

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“…As reported in prior papers (Lipsey et al, 2018; Pion & Lipsey, 2021), the effects of TN-VPK on individually assessed early achievement measures at the end of the pre-K school year were strong, especially on literacy measures. Those results are thus similar to the findings of multiple age-cutoff regression-discontinuity studies that have become the most common research model for assessing end of pre-K effects (e.g., Hustedt et al, 2021; Montrosse-Moorhead et al, 2019; Wong et al, 2008).…”

Section: Discussionsupporting

confidence: 86%

“…Unconstrained skills in literacy (vocabulary, listening comprehension, and background knowledge) and in numeracy (problem solving and mathematical reasoning) are not typically the focus of instruction in early childhood classrooms (Montrosse-Moorhead et al, 2019; Valentino, 2017), perhaps because they are not the usual content of assessments amid the increasing emphasis on “school readiness.” Over time, these skills become increasingly important in school, but they are more difficult to teach and assess (Snow & Matthews, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…This design capitalizes on a strict age cutoff for pre-K eligibility and compares age-adjusted outcomes at the beginning of kindergarten for children who attended pre-K the prior year with those for younger children just beginning the pre-K program and thus had no pre-K exposure that prior year. These evaluations have focused on early literacy, language, and math and, almost without exception, have found positive effects at kindergarten entry (e.g., Pion & Lipsey, 2021; Hustedt et al, 2021; Montrosse-Moorhead et al, 2019; Wong et al, 2008). A limitation of this design is that it cannot be used for longer-term follow-up—by the end of kindergarten both the treatment and control groups have experienced pre-K.…”

Section: Tn-vpk and Effects Through Third Gradementioning

confidence: 99%

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Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.

Durkin¹,

Lipsey²,

Farran³

et al. 2022

Developmental Psychology

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As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short-and longterm effects. This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income families who applied to oversubscribed pre-K program sites across the state and were randomly assigned to offers of admission or a wait list control. Data through sixth grade from state education records showed that the children randomly assigned to attend pre-K had lower state achievement test scores in third through sixth grades than control children, with the strongest negative effects in sixth grade. A negative effect was also found for disciplinary infractions, attendance, and receipt of special education services, with null effects on retention. The implications of these findings for pre-K policies and practices are discussed.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Tn-vpk and Effects Through Third Gradementioning

confidence: 99%

See 1 more Smart Citation

Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.

Durkin¹,

Lipsey²,

Farran³

et al. 2022

Developmental Psychology

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“…Notwithstanding the diversity in program delivery and various investigations’ analytic designs, there is now strong evidence from the developmental and educational sciences to suggest that children who attend pre-K, as compared with those without pre-K experience, are more ready for kindergarten in the areas of language, literacy, and math, particularly at the start of the year, when compared with children who do not have such experience (Barnett et al, 2018; Camilli, Vargas, Ryan, & Barnett, 2010; Duncan & Magnuson, 2013; Phillips et al, 2017; Yoshikawa et al, 2013). These results have been shown through evaluations of small-scale demonstration programs in the 1960s and 1970s (Campbell & Ramey, 1994; Schweinhart et al, 2005) and verified over the years with evaluations of a variety of scaled-up state and federal programs (Barnett et al, 2018; Gormley, Gayer, Phillips, & Dawson, 2005; Montrosse-Moorhead, Dougherty, Salle, Weiner, & Dostal, 2019; Puma et al, 2012; Weiland & Yoshikawa, 2013). And even though the magnitude of program impacts varies considerably and scaled-up evaluations see smaller end-of-treatment impacts than earlier small-scale demonstration programs, a meta-analysis by Li and colleagues (2020) of more than 65 programs reports that the cognitive impacts of program participation are approximately a quarter of a standard deviation upon program exit.…”

Section: The Near-term Benefits Of Pre-kmentioning

confidence: 84%

Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers.

Pianta¹,

Whittaker²,

Vitiello³

et al. 2020

Developmental Psychology

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The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n ϭ 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of achievement and executive functioning skills at the end of kindergarten, and also that the benefits of pre-K at the start of the year diminished by a little more than half. This convergence between groups' performance was largest for more constrained skills, such as letter-word identification, and was attributed to the fact that nonattenders made greater gains in kindergarten as compared with graduates of pre-K. Importantly, convergence in the groups' performance in kindergarten was not attributed to pre-K children's classroom experiences in kindergarten. Convergence was, however, attributable to preexisting individual differences, and there was support for the notion that even though children's skills are susceptible to improvement as a result of pre-K, their longer-term outcomes are likely to be impacted by factors that are outside the scope of early schooling.

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“…These data are supplemented by Woodcock Johnson IV Tests of Achievement scores measuring reading, oral language, picture vocabulary and mathematical skills for each student.Data source locationConnecticut, United States of AmericaData accessibilityRaw restricted use data are available from Connecticut's P20 WIN data repository http://www.ct.edu/p20win/request-dataRelated research articleB. Montrosse-Moorhead, S. M. Dougherty, T. P. La Salle, The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut, Early Childhood Research Quarterly, 48, 2019, 134–145 [1]. …”

mentioning

confidence: 99%

Datasets from an impact evaluation of a targeted prekindergarten program

et al. 2020

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Given general trends in extant research on the impact of prekindergarten and that the structure and implementation of prekindergarten programs vary by state, researchers, educators, and policymakers are raising questions about what works, for whom, under what conditions, and the cost-benefit of such endeavors. Yet not all states have formally examined program impacts and few datasets have been expressly collected to evaluate effects. The current data article represents empirical examinations in the state of Connecticut on the comparability of treatment and control groups, tests of the robustness of impact estimates, and the psychometric properties of outcome measures. Stata code for replication purposes is included.

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The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut

Cited by 14 publications

References 43 publications

Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.

Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.

Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers.

Datasets from an impact evaluation of a targeted prekindergarten program

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