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

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

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 regressio...

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Main Authors: W. Steven Barnett, Kwanghee Jung, Allison Friedman-Krauss, Ellen C. Frede, Milagros Nores, Jason T. Hustedt, Carollee Howes, Marijata Daniel-Echols
Format: Article
Language:English
Published: SAGE Publishing 2018-03-01
Series:AERA Open
Online Access:https://doi.org/10.1177/2332858418766291
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spelling doaj-48365c248486461d8d76e5dbcff67cb32020-11-25T02:48:08ZengSAGE PublishingAERA Open2332-85842018-03-01410.1177/2332858418766291State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State ProgramsW. Steven BarnettKwanghee JungAllison Friedman-KraussEllen C. FredeMilagros NoresJason T. HustedtCarollee HowesMarijata Daniel-EcholsState-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.https://doi.org/10.1177/2332858418766291
collection DOAJ
language English
format Article
sources DOAJ
author W. Steven Barnett
Kwanghee Jung
Allison Friedman-Krauss
Ellen C. Frede
Milagros Nores
Jason T. Hustedt
Carollee Howes
Marijata Daniel-Echols
spellingShingle W. Steven Barnett
Kwanghee Jung
Allison Friedman-Krauss
Ellen C. Frede
Milagros Nores
Jason T. Hustedt
Carollee Howes
Marijata Daniel-Echols
State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs
AERA Open
author_facet W. Steven Barnett
Kwanghee Jung
Allison Friedman-Krauss
Ellen C. Frede
Milagros Nores
Jason T. Hustedt
Carollee Howes
Marijata Daniel-Echols
author_sort W. Steven Barnett
title State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs
title_short State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs
title_full State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs
title_fullStr State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs
title_full_unstemmed State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs
title_sort state prekindergarten effects on early learning at kindergarten entry: an analysis of eight state programs
publisher SAGE Publishing
series AERA Open
issn 2332-8584
publishDate 2018-03-01
description 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.
url https://doi.org/10.1177/2332858418766291
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