ERIC Number: EJ1121216
Record Type: Journal
Publication Date: 2016-Dec
Abstractor: As Provided
Variation in Impacts of Tulsa Pre-K on Cognitive Development in Kindergarten: The Role of Instructional Support
Johnson, Anna D.; Markowitz, Anna J.; Hill, Carolyn J.; Phillips, Deborah A.
Developmental Psychology, v52 n12 p2145-2158 Dec 2016
Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies have explored factors that might explain variation across schools in public pre-K impacts. The current study examines the Tulsa Public School pre-K program's impacts on children's letter-word identification, spelling, and applied problem-solving skills at kindergarten entry. Findings reveal substantial across-school variation in treatment impacts, associated with variation in instructional support. Results are robust to sensitivity checks and are discussed alongside implications for policy and future research.
Descriptors: Preschool Education, Public Schools, Child Development, Cognitive Development, School Readiness, Emergent Literacy, Problem Solving, Skill Development, Phonics, Word Recognition, Hypothesis Testing, Achievement Tests, Observation, Student Characteristics, Scores
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Oklahoma (Tulsa)
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A