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

Autor/inn/en	Wong, Vivian C.; Cook, Thomas D.; Barnett, W. Steven; Jung, Kwanghee
Titel	An Effectiveness-Based Evaluation of Five State Pre-Kindergarten Programs
Quelle	In: Journal of Policy Analysis and Management, 27 (2008) 1, S.122-154 (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.20310
Schlagwörter	Program Effectiveness; Academic Achievement; Program Evaluation; Preschool Children; Receptive Language; Mathematics Skills; Reading Skills; Emergent Literacy; State Standards; Cognitive Development; School Readiness; Michigan; New Jersey; Oklahoma; South Carolina; West Virginia + Suchen Sie Ihr Suchwort? Schulleistung; Programme evaluation; Programmevaluation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Frühleseunterricht; Kognitive Entwicklung; Readiness for school; School ability; Schulreife
Abstract	Since 1980, the number of state pre-kindergarten (pre-K) programs has more than doubled, with 38 states enrolling more than one million children in 2006 alone. This study evaluates how five state pre-K programs affected children's receptive vocabulary, math, and print awareness skills. Taking advantage of states' strict enrollment policies determined by a child's date of birth, a regression-discontinuity design was used to estimate effects in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia. For receptive vocabulary, only New Jersey and Oklahoma yielded significant standardized impacts, though two of the three other coefficients were in a direction indicating positive effects. For math, all the coefficients were positive but only Michigan and New Jersey yielded reliable results. The largest impacts were for print awareness, where all five coefficients were positive and four were reliable in Michigan, New Jersey, South Carolina, and West Virginia. The five states were not randomly selected and, on average, have higher quality program standards than non-studied states, precluding formal extrapolation to the nation at large. However, our sample of states differed in many other ways, permitting the conclusion that state pre-K programs can have positive effects on children's cognitive skills, though the magnitude of these effects varies by state and outcome. (Contains 12 tables, 2 figures and 7 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10