The Impacts of Enrollment in School-Based Pre-Kindergarten on District Academic Achievement (Poster 44)

• In Event: AERA Poster Session Saturday 9:50 a.m.
  In Poster Session: Division L Section 8 Social Policy and Education: Poster Session

Abstract

This study investigates the impact of school-based pre-kindergarten (pre-K) enrollment on district-level 3rd-grade academic achievement across 37 states. Utilizing data from the Common Core of Data and the Stanford Education Data Archive, the study examines the association between pre-K enrollment rates and 3rd-grade math and reading scores, with a focus on economically disadvantaged versus non-disadvantaged students. Results reveal that while pre-K enrollment generally benefits economically disadvantaged students, it can negatively impact non-disadvantaged students. These findings highlight the need for nuanced policy evaluations of pre-K programs, emphasizing that pre-K may not always be beneficial and stressing the importance of quality and context in early childhood education initiatives.

Author

• Hyunwoo Yang, The Chinese University of Hong Kong