Evaluation of Language Gains Attributed to Participation in a Pre-K State-Funded Program

• In Event: AERA Poster Session 12
  In Poster Session: Issues in Contemporary Program Evaluation in Schools

Abstract

Although numerous studies have explored various effects of Pre-K programs, the relationship is likely confounded by race/ethnic variables that often serve as a proxy for socioeconomic opportunity. Using six years of data, this program evaluation explores the change in receptive language scores on the Peabody Picture Vocabulary Test IV of more than 5,000 children that were enrolled in a state-funded Pre-K program in the Southeastern US. The findings indicate differential gains made by children that not only relate to race/ethnicity, but also correspond to the language ability of children entering the program. Implications for state level policy are discussed.

Author

• James M. Ernest, University of Alabama - Birmingham