An effectiveness‐based evaluation of five state pre‐kindergarten programs

Wong, Vivian C.; Cook, Thomas D.; Barnett, W. Steven; Jung, Kwanghee

doi:10.1002/pam.20310

Cited by 236 publications

(169 citation statements)

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“…One way to capture this is to look at the effect sizes: 0.985 for letter-word identification, 0.743 for spelling, and 0.355 for applied problems (10). These effect sizes substantially exceed those reported for pre-K programs generally and are somewhat greater than those reported for five states with relatively high quality pre-K programs (11,12). The effects of the Tulsa Head Start program, though less spectacular, are also impressive: 0.514 for letter-word identification, 0.334 for spelling, and 0.369 for applied problems.…”

Section: Preschool Programs Can Boostcontrasting

confidence: 58%

Preschool Programs Can Boost School Readiness

Gormley

Phillips

Gayer

2008

Science

187

157

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Section: Preschool Programs Can Boostcontrasting

confidence: 58%

Preschool Programs Can Boost School Readiness

Gormley

Phillips

Gayer

2008

Science

187

157

View full text Add to dashboard Cite

“…The dependent variable is children's scores on a standardized early literacy assessment (M = 100; SD = 15). Wong, Cook, Barnett, and Jung (2008) presented two ways of conceptualizing and estimating treatment effects in RDDs like the one shown in Fig. 27.1.…”

Section: Regression Discontinuity Designsmentioning

confidence: 99%

“…Estimation of treatment effects is limited only to the area around the cutoff on the assignment variable; thus, findings are not generalizable to other locations on the assignment variable continuum Wong et al, 2008). As such, a strong theoretical rationale for the selection of the cutoff point is an important consideration for strengthening the capacity to generate plausible causal evidence from these designs.…”

Section: Limitations Of Rddsmentioning

confidence: 99%

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Handbook of Early Childhood Special Education

Reichow

Boyd

Barton

et al. 2016

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“…Some more recent studies have also found program effects, [8][9][10] but others, notably the Head Start Impact Study, 11 demonstrated that the known benefits of high-quality preschool programs do not generalize to all preschool programs. To determine reasons for the different outcomes between preschool programs, studies have evaluated various program features, largely focusing on curriculum.…”

mentioning

confidence: 93%

The Value of High-Quality Full-Day Preschool

Schweinhart

2014

JAMA

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Unlike established K-12 public schooling, preschool programs have had to justify their claim for public funding by demonstrating their effectiveness. In the 1960s, longitudinal studies of the Early Training Program, 1 the HighScope Perry Preschool Program, 2 and others showed improvements in intellectual performance that promised to be permanent, but then disappeared a few years later, leading to the perception that the effects of preschool programs were transient. In the 1980s, the Consortium for Longitudinal Studies demonstrated that the known benefits of high-quality preschool programs do not generalize to all preschool programs. To determine reasons for the different outcomes between preschool programs, studies have evaluated various program features, largely focusing on curriculum.12,13 Other preschool program features examined include program quality, 1 program-year at age 4 vs 2 program-years at ages 3 and 4, variability in teacher qualifications, program delivery in classrooms vs homes, and full-day vs part-day programs.Results generally have supported the idea that greater program quality and quantity, such as full-day vs part-day, contribute more to children's development. The study by Reynolds and colleagues 14 in this issue of JAMA investigated full-day vs part-day preschool programs, leveraging their current federally funded opportunity to expand the Chicago Child-Parent Centers. In 11 schools that offered both programs, 409 mostly low-income, minority children attended preschool for a full school day and 573 for part of a day. This study provides data that bear on the current US policy debate about the added value of full-day preschool programs compared with part-day programs.The crucial methodological question of such studies is whether they provide fair comparisons so that group differences in child outcomes are based on group differences in program features rather than children's characteristics. Random assignment of children will achieve such comparability, but this study, like most such studies, 15 did not use this approach because of the high likelihood of nonadherence by parents and school resistance.Instead, principals in consultation with the project team assigned children to full-day preschool using 3 selection criteria. One was "parental preference due to employment or education, transportation barriers, or the lack of available care for the other part of the day." Parental program preference is typical in child care situations: parents seek full-day programs if they must and part-day programs if their circumstances permit. However, this criterion did not lead to assigning all the employed mothers' children to full-day preschool and none to part-day preschool, as might be expected. The groups did not differ significantly in maternal employment-54% of the fullday and 46% of the part-day preschool mothers were employed-making the groups more comparable on this characteristic than would be expected. The small group difference may have been due partly to maternal employment including part-tim...

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An effectiveness‐based evaluation of five state pre‐kindergarten programs

Abstract: Since 1980, the number of state pre-kindergarten (pre-K)

Cited by 236 publications

References 37 publications

Preschool Programs Can Boost School Readiness

Preschool Programs Can Boost School Readiness

Handbook of Early Childhood Special Education

The Value of High-Quality Full-Day Preschool

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