Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade
Bibliographic Data
| ID | 9788137 |
|---|---|
| Authors | Kelley Durkin (0000-0002-9439-5386, Vanderbilt University, corresponding author), Mark W Lipsey (0000-0002-1035-4553, Vanderbilt University), Dale C Farran (0000-0002-4072-8667, Vanderbilt University), Sarah E Wiesen |
| Year | 2022 |
| Volume | 58 |
| Issue | 3 |
| Pages | 470-484 |
| Publication date | 2022-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0001301 |
| PMID | 35007113 |
| OpenAlex | W4206097100 |
| Language | EN |
| Citations received | 49 |
| References cited | 8 |
As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short- and long-term effects. This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income families who applied to oversubscribed pre-K program sites across the state and were randomly assigned to offers of admission or a wait list control. Data through sixth grade from state education records showed that the children randomly assigned to attend pre-K had lower state achievement test scores in third through sixth grades than control children, with the strongest negative effects in sixth grade. A negative effect was also found for disciplinary infractions, attendance, and receipt of special education services, with null effects on retention. The implications of these findings for pre-K policies and practices are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Academic achievement · Attendance · Developmental psychology · Grade retention · Mathematics education · MEDLINE · PsycINFO · Receipt · Special education · Early Childhood Education and Development · Family and Disability Support Research · Parental Involvement in Education · Psychology
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A deeper dive, a wider pool
Head Start teachers' perceptual accuracy of children's approaches to learning
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Does Head Start or public Pre-Kindergarten enrollment matter? Associations with children's long-term school attendance in Baltimore City
Associations of state-funded prekindergarten with early elementary literacy and absences
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| Unique citing works | 49 |
|---|---|
| Citations per year | 12,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 49 |