Does Prekindergarten Improve School Preparation and Performance? / Katherine A. Magnuson, Christopher J. Ruhm, Jane Waldfogel.

Format:

Book

Author/Creator:

Magnuson, Katherine A.

Contributor:

National Bureau of Economic Research.

Ruhm, Christopher J.

Waldfogel, Jane.

Series:

Working Paper Series (National Bureau of Economic Research) no. w10452.

NBER working paper series no. w10452

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2004.

Summary:

Prekindergarten programs are expanding rapidly, but to date, evidence on their effects is quite limited. Using rich data from Early Childhood Longitudinal Study, we estimate the effects of prekindergarten on children's school readiness. We find that prekindergarten increases reading and mathematics skills at school entry, but also increases behavioral problems and reduces self-control. Furthermore, the effects of prekindergarten on skills largely dissipate by the spring of first grade, although the behavioral effects do not. Finally, effects differ depending on children's family background and subsequent schooling, with the largest and most lasting academic gains for disadvantaged children and those attending schools with low levels of academic instruction.

Notes:

Print version record

April 2004.