The Impact of Public Pre-K on Test-Taking for Gifted and Talented Kindergarten Programs

• In Event: 16.060 - Roundtable Session 3
  In Roundtable Session: 16.060-5 - Starting Out Right: The Impacts of Early Childhood Education

Abstract

This paper estimates the impact of public Pre-Kindergarten on admission test-taking for gifted-and-talented programs in NYC public elementary schools. Based on rigorous matching methods, positive and significant treatment effects are found for all 32 school districts except for two. By examining the heterogeneous treatment effects among subgroups of students by race/ethnicity, poverty and etc., the public PreK programs are found to hold strong promises to reduce disparities in G&T test-taking. The authors also posit and show using a more nuanced regression analysis that the mechanism underlying these positive public PreK treatment effects is due to greater access to information about the G&T programs. These results have important policy implications for improving equity in our public education system.

Authors

• Sharon L. Weinberg, New York University

• Ying Lu, New York University