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Pre-kindergarten impacts over time: An analysis of KIPP charter schools

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Description:
KIPP, a national network of public charter schools, provides a possible model for high quality pre-K aligned with an elementary school educational program. In previous research, KIPP has consistently demonstrated positive impacts on student achievement, including at the elementary school level (Tuttle et al. 2015). As of fall 2016, 27 KIPP elementary schools served students in pre-K. KIPP pre-K exhibits several features experts suggest might lead it to produce more lasting impacts than more traditional pre-K programs. Specifically, because KIPP pre-K students tend to continue their education in a KIPP elementary school--typically at the same school or campus as their pre-K experience--there is an increased likelihood that their later educational experiences will be aligned with their pre-K experiences. With increased alignment, it is more likely that the knowledge and skills acquired from later experiences will build on those developed in pre-K, thus leading to larger and more persistent impacts. Additionally, KIPP pre-K meets several of the criteria widely perceived to represent a high quality pre-K experience. In this report, we build on a previous study of KIPP elementary schools to estimate the impact of an offer of admission to a KIPP pre-K program and explore whether any impacts persist as students advance beyond kindergarten. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
Texas; Pennsylvania; New York; New Jersey; District of Columbia; California

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.

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