The Impact of Publicly Provided Early Childhood Education Programs on District-Level Test Scores PDF Download
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Author: Benjamin Artz Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
While the existing literature largely finds that standardized test scores are positively associated with participation in pre-kindergarten programs at the student level, there is little research on the policy effect of publicly providing these programs to entire school districts. We attempt to partially fill this void by examining the effect that publicly provided pre-kindergarten and full-day kindergarten programs have on fourth grade student achievement in math and reading at the district level. The models utilize panel data from districts in Wisconsin along with fixed effects estimations. We find that once time-invariant unobserved heterogeneity of a district is accounted for, preschool programs have small but significant impacts on a cohort's future math scores, particularly in less-educated communities. Additionally, there is no evidence that preschool or full-day kindergarten has an impact on future reading scores at the district level.
Author: Benjamin Artz Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
While the existing literature largely finds that standardized test scores are positively associated with participation in pre-kindergarten programs at the student level, there is little research on the policy effect of publicly providing these programs to entire school districts. We attempt to partially fill this void by examining the effect that publicly provided pre-kindergarten and full-day kindergarten programs have on fourth grade student achievement in math and reading at the district level. The models utilize panel data from districts in Wisconsin along with fixed effects estimations. We find that once time-invariant unobserved heterogeneity of a district is accounted for, preschool programs have small but significant impacts on a cohort's future math scores, particularly in less-educated communities. Additionally, there is no evidence that preschool or full-day kindergarten has an impact on future reading scores at the district level.
Author: Kevin Patrick Dieterle Publisher: ISBN: Category : Early childhood education Languages : en Pages : 120
Book Description
While K-12 education is available universally across the United States, educational offerings for children prior to kindergarten entry are far more fragmented. States offer a wide variety of program structures: while some states do not offer any state-funded preschool programs, others offer programs exclusively for particular ages or risk groups (e.g., only four-year-olds, children from low-income families) and several offer universal pre-kindergarten with no entry restrictions (either to four-year-olds only or both three- and four-year-olds). As a result, a far lesser percentage of three- and four-year-olds are enrolled in formal early education programs compared to children in K-12 educational programs. Current research shows mixed evidence on the effectiveness of early education programs on later academic outcomes. This study pools longitudinal state level data on state-funded preschool programs and National Assessment of Educational Progress (NAEP) test scores in math and reading in fourth grade. Additionally, this study uses fixed effects regression models to examine the impact of state-funded preschool programs and program quality for three- and four-year-olds on NAEP scores in math and reading in fourth grade, several years following initial enrollment in state-funded preschool programs. This analysis finds that while programs serving four-year-olds alone did not have higher standardized test scores, the availability of a state-funded preschool program for three-year-olds was associated with significantly higher test scores in both reading and mathematics.
Author: Michael J. Puma Publisher: Nova Novinka ISBN: Category : Education Languages : en Pages : 314
Book Description
Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Author: Kristina L. Rosinsky Publisher: ISBN: Category : Early childhood education Languages : en Pages : 132
Book Description
In recognition of the potential long-term benefits of early education programs, significant public investments have been made in preschool programs such as Head Start, state-funded pre-kindergarten, and special education preschool. However, there is an active debate over the effectiveness of these public, large-scale programs. This study contributes to the literature on this topic by using state-year panel data to examine the relationship between the percentage of four-year-olds enrolled in publicly funded preschool and average fourth-grade National Assessment of Educational Progress math test scores five years later. My findings suggest that the relationship between preschool enrollment and test scores varies by type of publicly funded preschool. More specifically, I find that enrollment in the two types of preschool that typically serve disadvantaged students (Head Start and state-funded pre-kindergarten) is negatively associated or has no relationship with test scores. On the other hand, enrollment in special education preschool (which is available to all children regardless of income) has a positive relationship with test scores and this relationship is stronger for low-income students than for all students. The limitations of this study prevent far-reaching policy conclusions but underscore the need for improved data capacity so that future studies can better assess the effectiveness of large-scale, publicly funded preschool programs.
Author: United States. Congress Publisher: ISBN: Category : Law Languages : en Pages : 1384
Book Description
The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education Publisher: ISBN: Category : Educational law and legislation Languages : en Pages : 476
Author: Brian P. McCall Publisher: Taylor & Francis ISBN: 0429511132 Category : Business & Economics Languages : en Pages : 617
Book Description
The economics of education is a burgeoning area of study, employing increasingly sophisticated analytical tools to answer questions with high societal impact. Thus, the aim of this handbook is to provide readers with an up-to-date overview of the current state of the field of the economics of education and its main areas of research. This comprehensive handbook provides an authoritative overview of key theoretical and policy areas, covering topics like econometric methods for education economics, returns to education, competition in education provision, education and economic growth, and education and inequality. It reviews the current state of research from early childhood through postgraduate education as well as adult education and life-long learning. Offering a truly international perspective, the handbook benefits from a global group of contributors and attention to both developed and developing country contexts. The Routledge Handbook of the Economics of Education will be a valuable resource for advanced students, researchers, and policymakers across economics, education, and public policy.
Author: Benjamin Artz
Author: Benjamin Artz
Author: Kevin Patrick Dieterle
Author: Michael J. Puma
Author: Kristina L. Rosinsky
Author: 
Author: United States. Congress
Author: 
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education
Author: John Joseph Callahan
Author: Brian P. McCall