NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ947505
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0885-2006
The Differential Effects of Preschool: Evidence from Virginia
Huang, Francis L.; Invernizzi, Marcia A.; Drake, E. Allison
Early Childhood Research Quarterly, v27 n1 p33-45 2012
This study investigated the differential and persistent effects of a state-funded pre-K program, the Virginia Preschool Initiative (VPI). We analyzed data from a cohort of over 60,000 students nested in approximately 1000 schools from the beginning of kindergarten to the end of first grade using two-level hierarchical logistic regression models. While controlling for student- and school-level variables, we found that attending a VPI-funded program was beneficially associated with a lower likelihood of repeating kindergarten and improved probabilities of meeting or exceeding minimum literacy competencies. The benefits of attending pre-K were greatest upon kindergarten entry and persisted until the end of the first grade for Hispanic and Black students, as well as for students with disabilities, despite VPI-funded program attendees going to schools with higher concentrations of poverty. (Contains 6 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 1; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia