Quality and Quantity Do Matter: State-Funded Preschool Program Shows Learning Gains

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

Abstract

While public investment in preschool education has been an increasingly popular social policy with favorable research findings nationwide, it is not without critics questioning its impacts and worth the investment. Using Michigan’s statewide evaluation data, this study includes 11,547 4-year-old preschool participants from 1,121 classrooms and 385 program sites, representing 30% of the children attending the state-funded preschool program. Children’s growth trajectory during the pre-school year was examined in response to program attendance (dosage), types of programs (school-based or CBOs) and program quality ratings (Program Quality Assessment scores). The results show with everything equal, children with greater dosage were more likely to show progress in approaches to learning (e.g., initiative, problem-solving and reflection), literacy, mathematics, and social and emotional development.

Authors

• KyungSook Lee, Michigan State University

• Jamie Wu, Michigan State University