Child Care and Early Education Research Connections

Skip to main content

One versus two years: Does length of exposure to an enhanced preschool program impact the academic functioning of disadvantaged children in kindergarten?

Description:

Research on the effects of preschool dosage on children's early academic functioning has been limited despite the substantial policy implications of such work. The present study adds to a growing literature on this topic by examining how the number of years enrolled in an enhanced preschool program impacts the school readiness of primarily low-income children at kindergarten. Multi-level modeling was used to account for nesting of children within classrooms. To control for potential selection bias since children were not randomly assigned to receive one or two years of preschool, propensity score one-to-one matching was used to create the two participant groups. Receiving a second year of preschool led to significant improvements in children's early literacy and numeracy skills. Implications of these results for preschool interventions are discussed. (author abstract)

Resource Type:
Reports & Papers
Country:
United States
State(s):
Pennsylvania

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Evaluating preschool programs when length of exposure to the program varies: A nonparametric approach

Reports & Papers

Denver Preschool Program evaluation 2010-2011

Fact Sheets & Briefs

Denver Preschool Program evaluation 2009-2010

Fact Sheets & Briefs
Release: 'v1.40.0' | Built: 2023-11-07 08:40:06 EST