Do the Long-Term Impacts of North Carolina's Early Childhood Programs Depend on the Quality of Educational Opportunity during School? EdWorkingPaper No. 21-494

Autor/inn/en	Carr, Robert C.; Watts, Tyler W.; Jenkins, Jade M.; Bai, Yu; Peisner-Feinberg, Ellen; Ladd, Helen F.; Dodge, Kenneth A.
Institution	Annenberg Institute for School Reform at Brown University
Titel	Do the Long-Term Impacts of North Carolina's Early Childhood Programs Depend on the Quality of Educational Opportunity during School? EdWorkingPaper No. 21-494
Quelle	(2022), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Educational Quality; Outcomes of Education; Public Schools; Educational Opportunities; Academic Achievement; Elementary School Students; Achievement Gains; Grade 3; Grade 8; Middle School Students; North Carolina + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Bildungsangebot; Bildungschance; Schulleistung; Achievement gain; Leistungssteigerung; School year 03; 3. Schuljahr; Schuljahr 03; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Prior research has found that financial investments in North Carolina's early childhood education programs--Smart Start and NC Pre-K--generated positive effects on student achievement in reading and mathematics through eighth grade (Bai et al., 2020). The current study examined if these effects were moderated by two dimensions of educational opportunity in NC public school districts, as measured by (1) the average academic achievement level in third grade and (2) the rate of growth in academic achievement from third to eighth grade. The Smart Start effect on eighth grade reading achievement was larger in school districts with higher levels of average achievement. Also, the NC Pre-K effect on eighth grade reading achievement was smaller in school districts with higher rates of achievement growth. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01