The Effects of Texas's Targeted Pre-Kindergarten Program on Academic Performance / Rodney J. Andrews, Paul Jargowsky, Kristin Kuhne.

Format:

Book

Author/Creator:

Andrews, Rodney J.

Contributor:

National Bureau of Economic Research.

Jargowsky, Paul.

Kuhne, Kristin.

Series:

Working Paper Series (National Bureau of Economic Research) no. w18598.

NBER working paper series no. w18598

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2012.

Summary:

There has been a resurgence in research that investigates the efficacy of early investments as a means of reducing gaps in academic performance. However, the strongest evidence for these effects comes from experimental evaluations of small, highly enriched programs. We add to this literature by assessing the extent to which a large-scale public program, Texas's targeted pre-Kindergarten (pre-K), affects scores on math and reading achievement tests, the likelihood of being retained in grade, and the probability that a student receives special education services. We find that having participated in Texas's targeted pre-K program is associated with increased scores on the math and reading sections of the Texas Assessment of Academic Skills (TAAS), reductions in the likelihood of being retained in grade, and reductions in the probability of receiving special education services. We also find that participating pre-K increases mathematics scores for students who take the Spanish version of the TAAS tests. These results show that even modest, public pre-K program implemented at scale can have important effects on students educational achievement

Notes:

Print version record

December 2012.