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Participation in Georgia’s Pre-K as a predictor of third-grade standardized test scores

Resource Type
  • Early, Diane (Child Trends)
Publication Date
  • Abstract

    Propensity score matching was used to compare third-grade test scores in English language arts, mathematics, science, and social studies for children who had and had not participated in Georgia’s Pre-K 4 years earlier. After matching, each group included 46,262 children (mean age 8.36 years in third grade). In all subject areas, children who had participated in Georgia’s Pre-K scored significantly higher (Cohen’s D = .06 to .09), and pre-K participation was associated with an 11% to 17% increase in the odds of scoring proficient or above. Among children enrolled in free or reduced-price lunch, participation in Georgia’s Pre-K was associated with higher test scores and greater likelihood of scoring proficient or above; however, the opposite was true for children not enrolled in free or reduced-price lunch. Associations between pre-K participation and math scores were stronger for children whose home language was not English as compared to those whose home language was English.
  • Cites
    DOI: 10.1177/2332858419848687 (Text)
  • Early, Diane M., Weilin Li, Kelly L. Maxwell, and Bentley D. Ponder. “Participation in Georgia’s Pre-K as a Predictor of Third-Grade Standardized Test Scores.” AERA Open 5, no. 2 (April 2019): 233285841984868.
    • ID: 10.1177/2332858419848687 (DOI)

Update Metadata: 2019-11-05 | Issue Number: 1 | Registration Date: 2019-11-05

Early, Diane (2019): Participation in Georgia’s Pre-K as a predictor of third-grade standardized test scores. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset.