Investigation of the Effects of Early Childhood Education on Fifth-Grade Literacy and Math Skills

• In Event: Literacy and Mathematics Instruction and Skills

Abstract

Propensity score method was used to investigate 5th grade reading and math achievement for Head Start, Pre-K, or child care attendees. Children’s social and material hardship covariates varied by program, indicating selection bias issues across the programs. Pre-K and child care attendees had better reading and math skills than their non-enrolled counterparts. Pre-K attendees had better math and reading skills than child care attendees, and better math skills than Head Start attendees. Child care attendees had better math and reading skills than their Head Start counterparts. Post-hoc analyses revealed Head Start participants matriculated into poorer quality elementary schools, whereas Pre-K and child care participants matriculated into better schools, suggesting Head Start children have unequal access to high quality elementary schools.

Authors

• Stephanie Michelle Curenton, Society for Research on Child Development

• Louise B. Russell, Rutgers University

• Xiangjin Shen, Rutgers University

• Renee K. Gormley, Rutgers University