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

Autor/inn/en	Barnett, W. Steven; Jung, Kwanghee; Friedman-Krauss, Allison; Frede, Ellen C.; Nores, Milagros; Hustedt, Jason T.; Howes, Carollee; Daniel-Echols, Marijata
Titel	State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs
Quelle	In: AERA Open, 4 (2018) 2, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Preschool Education; Program Effectiveness; Vocabulary Development; Emergent Literacy; State Aid; Educational Finance; Institutional Characteristics; Cognitive Development; Intelligence Tests; Verbal Ability; Mathematics Skills; Achievement Tests; Arkansas; California; Michigan; New Jersey; New Mexico; Oklahoma; South Carolina; West Virginia; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Wortschatzarbeit; Frühleseunterricht; Bildungsfonds; Kognitive Entwicklung; Intelligence test; Intelligenztest; Mündliche Leistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kalifornien
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01