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Download full textPion, Georgine M.; Lipsey, Mark W. – AERA Open, 2021
The Tennessee Voluntary Pre-K Program (TN-VPK) is statewide full-day program that gives priority to children from low-income families. A regression-discontinuity design with a statewide probability sample of 155 TN-VPK classrooms and 5,189 children participating across two pre-K cohorts found positive effects at kindergarten entry with the largest…
Descriptors: Preschool Education, Literacy, Language Skills, Mathematics Skills
Direct linkMark W. Lipsey; Christina Weiland; Hirokazu Yoshikawa; Sandra Jo Wilson; Kerry G. Hofer – Educational Evaluation and Policy Analysis, 2015
Much of the currently available evidence on the causal effects of public prekindergarten programs on school readiness outcomes comes from studies that use a regression-discontinuity design (RDD) with the age cutoff to enter a program in a given year as the basis for assignment to treatment and control conditions. Because the RDD has high internal…
Descriptors: Preschool Education, Preschool Children, School Readiness, School Entrance Age
Cascio, Elizabeth U.; Schanzenbach, Diane Whitmore – Education Finance and Policy, 2016
We estimate the effects of relative age in kindergarten using data from an experiment where children of the same age were randomly assigned to different kindergarten classmates. We exploit the resulting experimental variation in relative age in conjunction with variation in expected kindergarten entry age based on birth date to account for…
Descriptors: Kindergarten, Age, School Entrance Age, Selective Admission
