Numerous studies have demonstrated a strong link between participation in pre-K programs and both short-term student achievement and positive later-life outcomes. Existing evidence primarily stems from experimental studies of small-scale, high-quality programs conducted in the 1960s and 1970s and analyses of the federal Head Start program. Meanwhile, evidence on state-funded pre-K programs, with no income restrictions, is scant and inconclusive. Using enrollment lotteries for over-subscribed school-based sites in Georgia’s universal pre-K program, we analyze the impact of participation on elementary school outcomes. Lottery winners enter kindergarten more prepared in both math and reading than non-winning peers. Gains fade by the end of kindergarten, and some negative achievement effects emerge by grade 4. Free-and-reduced-price meal (FRPM) students benefit more compared to non-FRPM students in later grades, suggesting greater benefits from attendance for disadvantaged students. Although we find no effects for discipline, lottery winners had one fewer absence each grade after kindergarten. (author abstract)
Flood protection has blocked this Solr request. See more at The Acquia Search flood control mechanism has blocked a Solr query due to API usage limits
Assessing the benefits of education in early childhood: Evidence from a pre-K lottery in Georgia
Description:
Resource Type:
Reports & Papers
Publisher(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Georgia
- You May Also Like
These resources share similarities with the current selection.