The Effects of Texas's Targeted Pre-Kindergarten Program on Academic Performance. Working Paper 84

Autor/inn/en	Andrews, Rodney J.; Jargowsky, Paul; Kuhne, Kristin
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	The Effects of Texas's Targeted Pre-Kindergarten Program on Academic Performance. Working Paper 84
Quelle	(2012), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Academic Achievement; State Programs; Mathematics Achievement; Reading Achievement; Achievement Tests; Grade Repetition; Special Education; Program Effectiveness; Texas; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Schulleistung; Regierungsprogramm; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	There has been a resurgence in research that investigates the efficacy of early investments as a means of reducing gaps in academic performance. However, the strongest evidence for these effects comes from experimental evaluations of small, highly enriched programs. We add to this literature by assessing the extent to which a large-scale public program, Texas's targeted pre-Kindergarten (pre-K), affects scores on math and reading achievement tests, the likelihood of being retained in grade, and the probability that a student receives special education services. We find that having participated in Texas's targeted pre-K program is associated with increased scores on the math and reading sections of the Texas Assessment of Academic Skills (TAAS), reductions in the likelihood of being retained in grade, and reductions in the probability of receiving special education services. We also find that participating pre-K increases mathematics scores for students who take the Spanish version of the TAAS tests. These results show that even modest, public pre-K program implemented at scale can have important effects on students' educational achievement. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11