Impacts of the New Mexico PreK initiative by children’s race/ethnicity

Hustedt, Jason T.; Jung, Kwanghee; Friedman-Krauss, Allison H.; Barnett, W. Steven; Slicker, Gerilyn

doi:10.1016/j.ecresq.2020.09.006

Cited by 13 publications

(14 citation statements)

References 21 publications

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“…As reported in prior papers (Lipsey et al, 2018; Pion & Lipsey, 2021), the effects of TN-VPK on individually assessed early achievement measures at the end of the pre-K school year were strong, especially on literacy measures. Those results are thus similar to the findings of multiple age-cutoff regression-discontinuity studies that have become the most common research model for assessing end of pre-K effects (e.g., Hustedt et al, 2021; Montrosse-Moorhead et al, 2019; Wong et al, 2008).…”

Section: Discussionsupporting

confidence: 85%

“…This design capitalizes on a strict age cutoff for pre-K eligibility and compares age-adjusted outcomes at the beginning of kindergarten for children who attended pre-K the prior year with those for younger children just beginning the pre-K program and thus had no pre-K exposure that prior year. These evaluations have focused on early literacy, language, and math and, almost without exception, have found positive effects at kindergarten entry (e.g., Pion & Lipsey, 2021; Hustedt et al, 2021; Montrosse-Moorhead et al, 2019; Wong et al, 2008). A limitation of this design is that it cannot be used for longer-term follow-up—by the end of kindergarten both the treatment and control groups have experienced pre-K.…”

Section: Tn-vpk and Effects Through Third Gradementioning

confidence: 99%

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Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.

Durkin¹,

Lipsey²,

Farran³

et al. 2022

Developmental Psychology

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As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short-and longterm effects. This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income families who applied to oversubscribed pre-K program sites across the state and were randomly assigned to offers of admission or a wait list control. Data through sixth grade from state education records showed that the children randomly assigned to attend pre-K had lower state achievement test scores in third through sixth grades than control children, with the strongest negative effects in sixth grade. A negative effect was also found for disciplinary infractions, attendance, and receipt of special education services, with null effects on retention. The implications of these findings for pre-K policies and practices are discussed.

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Section: Discussionsupporting

confidence: 85%

Section: Tn-vpk and Effects Through Third Gradementioning

confidence: 99%

Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.

Durkin¹,

Lipsey²,

Farran³

et al. 2022

Developmental Psychology

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“…Over the past few decades, states expanded their offerings for children to attend a year or more of prekindergarten—in fact, the State of Preschool Yearbook shows that nationally about one-third of four-year-olds in the United States participate in state-funded prekindergarten (pre-K) programs in forty-four states and the District of Columbia (Friedman-Krauss et al 2020). A general pattern observed across several evaluations of state-funded pre-K show positive impacts on children’s language and other early academic impacts at kindergarten entry (Hustedt et al 2021). A follow-up study of Tennessee’s program showed that by grade 3, positive impacts were no longer detected (Lipsey, Farran, and Durkin 2018).…”

Section: Developmental and Early Academic Outcomes Are Greater When Latino Children And Their Families Participate In Early Care And Educmentioning

confidence: 99%

“… a. Love et al (2005). b. Yazejiana et al (2015). c. DHHS (2010). d. Lipsey, Farran, and Durkin (2018). e. Hustedt et al (2021). f. Gormley et al (2005). g. Weiland and Yoshikawa (2013). h. M. López et al (2017). …”

Section: Developmental and Early Academic Outcomes Are Greater When Latino Children And Their Families Participate In Early Care And Educmentioning

confidence: 99%

Equitable Access to High-Quality Early Care and Education: Opportunities to Better Serve Young Hispanic Children and Their Families

Smith¹,

Crosby²,

Stephens³

2021

The ANNALS of the American Academy of Political and Social Scie

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Significant investments in public early childhood care and education (ECE) have yielded higher Hispanic enrollment in preschool-age programs, but progress has been uneven and inconsistent, especially for the youngest Hispanic children and low-income families. We review how ECE has contributed to Hispanic children’s development, offering a detailed review of Hispanic children’s participation in ECE, including evidence of effectiveness from ECE programs such as Early Head Start and Head Start, and state pre-K programs. We conclude with a discussion of why Hispanic children remain underserved by ECE and what policy changes could increase participation in these programs among Hispanics. We argue for expansion of established high-quality ECE into Hispanic-dense communities, for strategies that enroll and retain Latino children in ECE in ways that are family-centered and culturally responsive, and that ECE must adapt to better serve Hispanic families and dual language learners who require culturally appropriate pedagogy.

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“…A la fecha se ha llevado a cabo en Estados Unidos una gran cantidad de investigaciones sobre la eficacia de las intervenciones educativas disponibles para los niños provenientes de familias de grupos étnicos minoritarios (Hill & Palacios, 2021), así como de familias de bajos ingresos y que se ofrecen con el objetivo de aliviar la brecha en la preparación para la escuela. Sin embargo, se necesita más investigación sobre la eficacia de políticas y programas (Hustedt et al, 2021), para informar a los educadores sobre ciertas cualidades culturales que pueden fomentarse y desarrollarse para servir mejor a este grupo demográfico (Bustamante & Hindman, 2020). En cuanto a las familias, falta una mayor comprensión de lo qué piensan sobre la preparación para la escuela y cómo sus ideas afectan sus percepciones sobre si sus propios hijos están o no listos para la escuela (Brown & Lan, 2018).…”

Section: Introductionunclassified

Habilidades de preparación para la escuela y familias hispanas. Revisión documental

Castilleja¹,

Ortega²

2022

rgn

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Este estudio de revisión documental describe investigaciones recientes sobre la participación de las familias hispanas residiendo en los Estados Unidos en estrategias de apoyo a sus hijos e hijas para alcanzar habilidades de preparación para la escuela que pudieran tener un impacto en su desempeño y un impacto en la reducción de la brecha en el rendimiento académico que presentan los estudiantes hispanos en comparación con sus pares no hispanos al iniciar la escolaridad formal. Un total de 14 investigaciones dan cuenta del impacto positivo de la participación de los padres en actividades como la asistencia a programas formales de educación preescolar y visitas domiciliarias, el juego intencional y la lectura compartida como estrategias para el desarrollo de habilidades de preparación para la escuela. El análisis documental permitió identificar consideraciones relevantes como el currículo, el tipo de financiamiento y la asistencia consistente como factores relevantes en la participación en programas formales de educación preescolar.

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Impacts of the New Mexico PreK initiative by children’s race/ethnicity

Cited by 13 publications

References 21 publications

Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.

Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.

Equitable Access to High-Quality Early Care and Education: Opportunities to Better Serve Young Hispanic Children and Their Families

Habilidades de preparación para la escuela y familias hispanas. Revisión documental

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