Pre-K in the Public Schools: Evidence from within U.S. States. Upjohn Institute Working Paper 18-285

Autor/inn/en	Bartik, Timothy J.; Hershbein, Brad J.
Institution	W.E. Upjohn Institute for Employment Research
Titel	Pre-K in the Public Schools: Evidence from within U.S. States. Upjohn Institute Working Paper 18-285
Quelle	(2018), (74 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Public Schools; Outcomes of Education; Standardized Tests; Scores; Special Education; Grade Repetition; National Competency Tests; Grade 4; Low Income Students; School Districts; Educational Quality; Racial Composition; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Public school; Öffentliche Schule; Lernleistung; Schulerfolg; Standadised tests; Standardisierter Test; Special needs education; Sonderpädagogik; Sonderschulwesen; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; School year 04; 4. Schuljahr; Schuljahr 04; School district; Schulbezirk; Quality of education; Bildungsqualität
Abstract	In the past 15 years, four-year-olds' enrollment in state-funded pre-kindergarten in the United States has doubled, and advocates have pushed for further expansion. Although research has shown that pre-K programs can have important benefits, most existing studies have focused on small or state-specific programs that may not generalize to other areas or contexts. The uniqueness of our paper is its scope: our data cover the last two decades, span nearly all states, and allow for intrastate variation. For the average state program, we find no evidence of effects on the average student's test scores, assignment to special education, or grade retention. Our estimates rule out pre-K impacts as small as 2 percentiles. However, these averages conceal some important heterogeneity. In states previously found to have high-quality pre-K, we find positive effects on math test scores. For majority-black districts, the average pre-K program has large effects on math and reading. (As Provided).
Anmerkungen	W. E. Upjohn Institute for Employment Research. 300 South Westnedge Avenue, Kalamazoo, MI 49007-4686. Tel: 888-227-8569; Tel: 269-343-4330; Fax: 269-343-7310; Web site: http://www.upjohninstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01