Does Optimized Student Support in Elementary School Improve the Persistence of Preschool Effects on Student Outcomes?

• In Event: Poster Session 9
  In Poster Session: Program Evaluation in Schools Poster Session

Abstract

Preschool programs have been shown to provide positive effects on student achievement. However, the literature suggests that early childhood education program effects fade-out through elementary grades. One explanation is that challenges inherent to poverty may offset the short-term gains from ECE programs when students lack support systems. In this work, authors investigated the effect of an optimized student support intervention implemented in high-poverty elementary schools, City Connects, on the persistence of preschool effects on academic achievement. Using data from a ten-year quasi-experimental study, we examined teacher-rated math and reading achievement by students’ preschool attendance status. Results indicate that CCNX students who attended preschool experienced faster growth in academic achievement and maintained the effects through the end of 3rd grade.

Authors

• Bercem Akbayin, Boston College

• Terrence Lee St John

• Anastasia E. Raczek, Boston College

• Mary Elizabeth Walsh