Do pre-K gains persist? Evidence from four pre-K programs

Session Type: Paper Symposium

Abstract

This paper symposium shares research on four studies of pre-K that consider early, intermediate, and longer-term effects of pre-K on academic and socioemotional outcomes. Public pre-K programs have expanded over the past two decades with research demonstrating early and strong impacts in kindergarten, with evidence of convergence. The four papers examine pre-K effects at different phases in a students’ educational career, for different programs, and different outcomes. The first, an examination public pre-K in rural schools, demonstrates strong and early associations between pre-K and higher language, academic, executive function, and social skills. Associations were stronger for English language learners (ELL) than English-only children. These associations declined by first grade and were only statistically significant for reading among ELL children. The second paper examines pre-K through fourth grade among 781 low-income children in a large county. Results suggest significant impacts on language, literacy, and math skills as of kindergarten, but these converge by fourth grade. The third paper examines the Boston pre-K program through third grade, with a planned extension through fifth grade. The associations between first and third grade became smaller in magnitude but persisted for math and English language arts assessments. The final paper considers the Tulsa pre-K program and high school graduation. Results suggest that pre-K may be associated with higher rates of high school graduation. Taken together, these papers present compelling evidence that, students who attended pre-K entered with more academic and social skills, and these gains may persist though associations may vary by child characteristics.

Sub Unit

• School Readiness/Childcare

Chair

• Anna D. Johnson, Georgetown University

Individual Presentations

• Pre-K Enrollment Status and Home Language Differences in Early Academic and Social Skills Trajectories - Presenting Author: Chantelle J. Dowsett, University of North Carolina at Chapel Hill; Margaret Burchinal, University of Virginia - Charlottesville; Mary Bratsch-Hines, University of Florida; Lora Cohen-Vogel, University of North Carolina at Chapel Hill

• Benefits of Pre-K for Children’s Achievement and Social Behavior Through the End of Fourth Grade - Presenting Author: Arya Ansari, Ohio State University; Robert C Pianta, University of Virginia - Charlottesville; Jessica E Whittaker, University of Virginia - Charlottesville; Virginia Vitiello, University of Virginia - Charlottesville

• Examining Sustained Benefits of PreK on Academic, Social-emotional, and Executive Functioning Skills in the Context of the COVID-19 Pandemic - Presenting Author: Meghan Patricia McCormick, MDRC (Manpower Demonstration Research Corporation) - New York City; Christina J Weiland, University of Michigan; Mirjana Pralica, MDRC (Manpower Demonstration Research Corporation) - New York City; Samuel Maves, MDRC; Cullen MacDowell, MDRC; Joann Hsueh, MDRC (Manpower Demonstration Research Corporation) - New York City; Catherine E Snow, Harvard University; Jason Sachs, Boston Public Schools

• Does attending pre-K or Head Start predict high school graduation? - Presenting Author: Sara Amadon, Child Trends -Maryland; William T. Gormley, Georgetown University; Douglas Hummel-Price, Georgetown University; James Fuller, Child Trends