Effects of a Statewide Pre-Kindergarten Program on Children's Achievement and Behavior through Sixth Grade

Autor/inn/en	Durkin, Kelley; Lipsey, Mark W.; Farran, Dale C.; Wiesen, Sarah E.
Titel	Effects of a Statewide Pre-Kindergarten Program on Children's Achievement and Behavior through Sixth Grade
Quelle	In: Developmental Psychology, 58 (2022) 3, S.470-484 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Durkin, Kelley) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001301
Schlagwörter	Preschool Education; Low Income; Elementary School Students; Academic Achievement; Student Behavior; Behavior Problems; Outcomes of Education; Public Schools; Special Education; Students with Disabilities; Tennessee + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Niedriglohn; Schulleistung; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short- and long-term 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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01