Nationally Representative Evidence on the Association Between School-Based Pre-K and Student Outcomes

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: New Evidence on the Association Between Learning Environment and Child Outcomes (Table 6)

Abstract

In the United States, Pre-K is available in the context of a mixed-delivery system, where students may attend in a variety of center- or school-based settings. Enrollment in school-based Pre-K settings is increasingly common, yet little is known about differences in Pre-K settings (i.e., school-based versus center-based) and student outcomes in elementary school. Drawing on nationally-representative data, we document associations between Pre-K setting and student academic achievement, executive function, and social-emotional settings throughout elementary school. We find limited evidence of associations with academic achievement or executive function outcomes, but consistent positive associations for social-emotional outcomes. We discuss the implications of these findings for future research, policy, and practice.

Authors

• Michael H. Little, North Carolina State University

• Michael A. Gottfried, University of Pennsylvania

• Lora A. Cohen-Vogel, University of North Carolina - Chapel Hill

• Philip Kim, University of Pennsylvania