ERIC Number: EJ1323710
Record Type: Journal
Publication Date: 2021
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2332-8584
EISSN: N/A
Impact of the Tennessee Voluntary Prekindergarten Program on Children's Literacy, Language, and Mathematics Skills: Results from a Regression-Discontinuity Design
Pion, Georgine M.; Lipsey, Mark W.
AERA Open, v7 n1 Jan-Dec 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 effects for literacy skills and the smallest for language skills. The results contribute to the growing body of regression-discontinuity studies of state and local pre-K programs and affirm the statewide generalizability of analogous prior findings from a more specialized subsample in the parent Tennessee Pre-K Study. Furthermore, the respective effect sizes compared favorably with those found in other regression-discontinuity studies of public pre-K on the same outcome measures, providing one index of the quality of the TN-VPK program.
Descriptors: Preschool Education, Literacy, Language Skills, Mathematics Skills, Regression (Statistics), Low Income Students, School Readiness, Program Effectiveness, Achievement Tests, School Entrance Age
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305E090009