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ERIC Number: ED541842
Record Type: Non-Journal
Publication Date: 2013-Mar-20
Pages: 35
Abstractor: ERIC
Reference Count: 46
Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up
Barnett, W. Steven; Jung, Kwanghee; Youn, Min-Jong; Frede, Ellen C.
National Institute for Early Education Research
New Jersey's Abbott Preschool program is of broad national and international interest because the Abbott program provides a model for building a high-quality system of universal pre-K through public-private partnerships that transform the existing system. The program offers high-quality pre-K to all children in 31 New Jersey communities with high levels of poverty and about a quarter of the state's children. The Abbott Preschool Program Longitudinal Effects Study (APPLES) assesses the impact of this pre-K program on children's learning and development based on a cohort of children who completed their 4-year-old year in 2004-05. APPLES previously estimated the impacts of Abbott pre-K at kindergarten entry and second grade follow-up. The 4th and 5th grade APPLES follow-up finds that Abbott preschool programs increased achievement in Language Arts and Literacy, Math, and Science. The authors' estimates indicate that two-years of pre-K beginning at age 3 had larger persistent effects on achievement than did one year of pre-K. (Contains 2 figures and 6 tables.)
National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Institute for Early Education Research
Identifiers - Location: New Jersey
Identifiers - Laws, Policies, & Programs: Abbott v Burke