The effects of public pre-kindergarten attendance on first grade literacy achievement: a district study View Full Text


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Article Info

DATE

2018-12

AUTHORS

Michael Haslip

ABSTRACT

This study investigated the link between public pre-kindergarten attendance and first grade literacy achievement in the United States. Participants (N = 1056; first grade children from one mixed-urban city in Virginia in 2012–2013) had either attended district-provided public Pre-K or had not attended formal or institutional preschool of any kind. Significant effects were found on each literacy measure in both the beginning and the middle of first grade (avg. ES = .32 and predicted gain of 13%). On average, Pre-K attendees were meeting reading benchmarks in the beginning and middle of first grade, while the no-preschool group was reading below the benchmarks during both time points. Findings strengthen the evidence base for the ability of public Pre-K to improve children’s literacy achievement in first grade while also describing a transferable example of universal Pre-K at the district level which policy-makers and practitioners may wish to consider. More... »

PAGES

1

References to SciGraph publications

  • 2010-05. Universal and Targeted Approaches to Preschool Education in the United States in INTERNATIONAL JOURNAL OF CHILD CARE AND EDUCATION POLICY
  • 2018-05. The Changing Landscape of Early Childhood Education: Implications for Policy and Practice in EARLY CHILDHOOD EDUCATION JOURNAL
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1186/s40723-017-0040-z

    DOI

    http://dx.doi.org/10.1186/s40723-017-0040-z

    DIMENSIONS

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