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ERIC Number: ED540542
Record Type: Non-Journal
Publication Date: 2012-Dec
Pages: 1
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Texas's Targeted Pre-Kindergarten Program on Academic Performance. NBER Working Paper No. 18598
Andrews, Rodney J.; Jargowsky, Paul; Kuhne, Kristin
National Bureau of Economic Research
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.
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Bureau of Economic Research
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills