Impact of the Tennessee Voluntary Prekindergarten Program on Children's Literacy, Language, and Mathematics Skills: Results from a Regression-Discontinuity Design

Autor/inn/en	Pion, Georgine M.; Lipsey, Mark W.
Titel	Impact of the Tennessee Voluntary Prekindergarten Program on Children's Literacy, Language, and Mathematics Skills: Results from a Regression-Discontinuity Design
Quelle	In: AERA Open, 7 (2021) 1, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Preschool Education; Literacy; Language Skills; Mathematics Skills; Regression (Statistics); Low Income Students; School Readiness; Program Effectiveness; Achievement Tests; School Entrance Age; Tennessee; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Readiness for school; School ability; Schulreife; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Einschulungsalter
Abstract	The Tennessee Voluntary Pre-K Program (TN-VPK) is statewide full-day program that gives priority to children from low-income families. A regression-discontinuity design with a statewide probability sample of 155 TN-VPK classrooms and 5,189 children participating across two pre-K cohorts found positive effects at kindergarten entry with the largest effects for literacy skills and the smallest for language skills. The results contribute to the growing body of regression-discontinuity studies of state and local pre-K programs and affirm the statewide generalizability of analogous prior findings from a more specialized subsample in the parent Tennessee Pre-K Study. Furthermore, the respective effect sizes compared favorably with those found in other regression-discontinuity studies of public pre-K on the same outcome measures, providing one index of the quality of the TN-VPK program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01