Effects of the Tennessee Voluntary Prekindergarten Program on School Readiness

Autor/inn/en	Lipsey, Mark W.; Hofer, Kerry G.; Farran, Dale C.; Bilbrey, Carol; Dong, Nianbo
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Effects of the Tennessee Voluntary Prekindergarten Program on School Readiness
Quelle	(2012), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; School Readiness; Preschool Education; Economically Disadvantaged; Educational Policy; State Policy; Public Education; Longitudinal Studies; Cohort Analysis; Comparative Analysis; Statistical Analysis; Preschool Children; Outcomes of Education; Kindergarten; Interviews; Parent Surveys; Quasiexperimental Design; Tennessee; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school education; Vorschulerziehung; Politics of education; Bildungspolitik; Öffentliche Erziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Statistische Analyse; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik
Abstract	Relatively few rigorous studies of the effectiveness of contemporary public prekindergarten programs have been conducted despite the growing number of programs and large monetary investments they require. The study on which this presentation is based was launched in partnership with the Tennessee State Department of Education's Division of School Readiness and Early Learning to provide an assessment of the effects of the statewide Tennessee Voluntary Prekindergarten (TN-VPK) program on the readiness for kindergarten of the economically disadvantaged population it serves. Research studies have reported the rapid neurological, cognitive, and social-emotional growth that takes place during the first five years of life and the positive effects of high-quality early childhood educational programs. In recent years, however, TN-VPK has become a controversial program in Tennessee, with some legislators expressing doubts about its value in the context of severe budget shortfalls and still others referring to it even more skeptically as expensive babysitting. This study interleaves a longitudinal randomized control trial (RCT) and an age-cutoff regression discontinuity (RD) design to evaluate the effectiveness of the TN-VPK program. Though the project is still underway, this presentation will summarize results for two cohorts of RCT participants. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10