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State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs

Version
V0
Resource Type
Dataset
Creator
  • Barnett, W. Steven (National Institute for Early Education Research)
  • Jung, Kwanghee (National Institute for Early Education Research)
Publication Date
2020-11-13
Description
  • Abstract

    State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children’s learning using a regression discontinuity design. These programs vary with respect to the population served, program design, and context. Weighted average effect sizes from instrumental variables analyses across these states are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills. State preK programs appear to differ in their effects. We offer recommendations for more rigorous, regular evaluation.
Availability
Download
This study is freely available to the general public via web download.
Relations
  • Has version
    DOI: 10.3886/E126461V2
  • Has version
    DOI: 10.3886/E126461V1
  • Has version
    DOI: 10.3886/E126461V3

Update Metadata: 2020-11-13 | Issue Number: 3 | Registration Date: 2020-11-13

Barnett, W. Steven; Jung, Kwanghee (2020): State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs. Version: V0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E126461