An Effectiveness‐Based Evaluation of Five State Pre‐Kindergarten Programs

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

doi:10.1002/9781444307399.ch24

Cited by 38 publications

(62 citation statements)

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“…The results of a five-state study of prekindergarten programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia are generally consistent with those of the programs in Tulsa and Boston [12]. The five-state study found generally positive effects on children's development, although the effects varied somewhat by state and outcome, with the largest and most consistent effects across states found for a measure of children's pre-reading skills (print awareness).…”

Section: Programs Improve School Readiness Especially For the Disadvmentioning

confidence: 53%

The role of preschool in reducing inequality

Waldfogel

2015

izawol

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Section: Programs Improve School Readiness Especially For the Disadvmentioning

confidence: 53%

The role of preschool in reducing inequality

Waldfogel

2015

izawol

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“…Gormley et al (2010 find that the average effect size of Tulsa pre-K on literacy and math tests is over 70 percent greater than the effect size for Tulsa Head Start. Wong et al (2008) argue that their average results from five states for various tests are about twice the average short-run effect sizes of Head Start in the recent experiment. This may exaggerate Head Start's problems, as a greater portion of the Head Start control group will enroll in an alternative pre-K program.…”

Section: Notesmentioning

confidence: 99%

“…Such studies have been done in many states, including New Jersey, Michigan, West Virginia, South Carolina, Oklahoma, New Mexico, and Tennessee, and in cities such as Tulsa, Boston, and Kalamazoo (Bartik 2013;Bartik, Gormley, and Adelstein 2012;Hustedt, Barnett, and Jung 2008;Hustedt et al 2010;Weiland and Yoshikawa 2013;Wong et al 2008).…”

Section: State and Local Pre-k Programs: The Regression Discontinuitymentioning

confidence: 99%

“…But this is consistent with other research. The average regression discontinuity effect size estimated in Wong et al (2008), Hustedt, Barnett, and Jung (2008), and Hustedt et al (2010 is an effect size of 0.407. Using this book's standard prediction procedure, the percentage gain in adult earnings implied by this 0.407 effect size is 7.4 percent.…”

Section: Notesmentioning

confidence: 99%

“…(Oklahoma has 74 percent of all four-year-olds in its state program; Georgia has 58 percent .) Oklahoma's program meets high-quality standards (Barnett et al) and has received favorable evaluations (Wong et al 2008). (Georgia's pre-K program has more mixed reviews.)…”

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confidence: 99%

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Exploring Pre‐K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications

DeBruin-Parecki

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2016

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Currently in the United States, 50 states, 5 territories, and the District of Columbia have established prekindergarten (pre‐K) age 4 learning standards that are intended to outline skills and knowledge that set children on a path to success in kindergarten and upcoming grades. These standards are emphasized as a centralizing force in early childhood education, providing a bridge strengthening ties between preschool and elementary grades. This report presents a national study of pre‐K age 4 learning standards based on an online survey completed by early childhood state and territory directors and administrators, geographically diverse focus groups representing a subsample of survey respondents, and one‐on‐one interviews composed of a sample of both focus group and survey participants. Data were collected from these sources and by direct examination of pre‐K age 4 learning standards documents. Responses to survey, focus group, and interview questions advanced current knowledge regarding the purpose, history, and development of pre‐K age 4 learning standards, comprehensiveness of standards documents, standards‐related supports for teachers, and pre‐K to kindergarten alignment. Systematic analysis of pre‐K age 4 learning standards documents revealed extensive variation across titles, organization, terminology, and enriching materials, such as teacher strategies and child examples that assist teachers in implementing standards. A surprising finding is the positive view among early childhood leaders in focus groups and interviews toward establishing national pre‐K age 4 learning standards. The report concludes with a brief discussion of implications of this study followed by recommendations to inform state and federal early childhood leaders, education‐focused philanthropic foundations, and others in the field of early childhood education.

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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 38 publications

References 0 publications

The role of preschool in reducing inequality

The role of preschool in reducing inequality

From Preschool to Prosperity: The Economic Payoff to Early Childhood Education

Exploring Pre‐K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications

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