Examining the Denver Preschool Program tuition credit in relation to children's academic and attendance outcomes at kindergarten

Le, Vi-Nhuan; Schaack, Diana; Mendoza, Marina M.; Stout-Oswald, Stephanie A.; Kauerz, Kristie

doi:10.1016/j.ecresq.2020.10.008

Cited by 3 publications

(1 citation statement)

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“…We had no measure of family structure, educational attainment, or strengths other than reported shared reading. We also were unable to reliably capture preschool and high-quality childcare exposure and attendance, a known positive predictor of kindergarten readiness . Additionally, although we had hoped to capture socioemotional screening data, the screener was captured on paper during the study time period and was not as reliably completed.…”

Section: Discussionmentioning

confidence: 99%

Early Correlates of School Readiness Before and During the COVID-19 Pandemic Linking Health and School Data

Copeland,

Porter,

Gorecki

et al. 2024

JAMA Pediatr

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ImportanceMany known correlates of kindergarten readiness are captured in developmental and social screenings in primary care; little is known about how primary care data predicts school readiness.ObjectiveTo identify early Kindergarten Readiness Assessment (KRA) correlates by linking electronic health record (EHR) data with school district KRA data and to examine potential outcomes of the COVID-19 pandemic using KRA scores between 2018 and 2021.Design, Setting, and ParticipantsThis was a retrospective cohort study linking a large primary care practice (PCP) with school assessment data. Linkage used patient name, date of birth, and address. The setting was an urban school district and PCP affiliated with an academic medical center. Students had a KRA score from fall of 2018, 2019, or 2021 (no 2020 KRA due to the COVID-19 pandemic) and at least 1 prior well-child visit at the PCP.ExposuresExposures included year KRA administered, reported child race and ethnicity, child sex, interpreter for medical visits, child ever failed Ages &amp; Stages Questionnaire (ASQ) 18 to 54 months, ever rarely read to, Medicaid status, food insecurity, housing insecurity, problems with benefits, and caregiver depressive symptoms.Main Outcomes and MeasuresKRA score (continuous), with a possible range of 0 to 300 (passing score = 270).ResultsA total of 3204 PCP patients (mean [SD] age, 67 [4] months; 1612 male [50.3%]; 2642 Black [82.5%]; 94 Hispanic [2.9%]; 244 White [7.6%]) were matched to their KRA score. Mean (SD) KRA scores were significantly lower in 2021 (mean [SD], 260.0 [13.0]; 214 of 998 [21.4%]) compared with 2019 (mean [SD], 262.7 [13.5]; 317 of 1114 [28.5%]) and 2018 (mean [SD], 263.5 [13.6]; 351 of 1092 [32.1%]), a pattern mirrored in the larger school district. In the linear regression final model (n = 2883), the following binary variables significantly lowered the child’s KRA score (points lowered [95% CI]) below a mean passing score of 270.8: child ever failed ASQ after 18 months (−6.7; 95% CI, −7.7 to −5.6), Medicaid insured (−5.7; 95% CI, −9.0 to −2.3), Hispanic ethnicity (−3.8; 95% CI, −6.9 to −0.6), requires interpreter (−3.6; 95% CI, −7.1 to −0.1), 2021 year (−3.5; 95% CI, −4.7 to −2.3), male sex (−2.7; 95% CI, −3.7 to −1.8), ever rarely read to (−1.5; 95% CI, −2.6 to −0.4), and food insecurity (−1.2; 95% CI, −2.4 to −0.1). Race, caregiver depression, housing insecurity, and problems receiving benefits were not associated with KRA scores in final model.Conclusions and RelevanceFindings of this cohort study suggest a deleterious association of the COVID-19 pandemic with early learning and development. There may be potential for PCPs and school districts to collaborate to identify and mitigate risks much earlier.

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Section: Discussionmentioning

confidence: 99%