The Long-Term Effect of North Carolina's Pre-Kindergarten Program is Larger in School Districts with Lower Rates of Growth in Academic Achievement. EdWorkingPaper No. 21-494
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| Title: | The Long-Term Effect of North Carolina's Pre-Kindergarten Program is Larger in School Districts with Lower Rates of Growth in Academic Achievement. EdWorkingPaper No. 21-494 |
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| Language: | English |
| Authors: | Robert C. Carr, Tyler W. Watts, Jade M. Jenkins, Yu Bai, Ellen S. Peisner-Feinberg, Clara G. Muschkin, Helen F. Ladd, Kenneth A. Dodge, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 62 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | 1R01HD09593001A1 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Early Childhood Education, Preschool Education, Kindergarten, Outcomes of Education, Academic Achievement, Educational Environment, Full State Funding, State Programs, Access to Education |
| Geographic Terms: | North Carolina |
| Abstract: | Prior research has found that public investments in North Carolina's pre-kindergarten program--NC Pre-K--generated positive effects on student reading and math achievement through eighth grade (Bai et al., 2020). This study examined whether the effect of NC Pre-K funding exposure is moderated by the educational environments children subsequently experience during elementary and middle school. The NC Pre-K effect on student reading and math achievement in eighth grade was found to be larger in school districts with lower rates of growth in academic achievement. These findings suggest that public investments in early childhood education may be particularly beneficial in the long term for children who subsequently experience low-growth school environments--consistent with a dynamic substitutability hypothesis of combined effects. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED671982 |
| Database: | ERIC |
| Abstract: | Prior research has found that public investments in North Carolina's pre-kindergarten program--NC Pre-K--generated positive effects on student reading and math achievement through eighth grade (Bai et al., 2020). This study examined whether the effect of NC Pre-K funding exposure is moderated by the educational environments children subsequently experience during elementary and middle school. The NC Pre-K effect on student reading and math achievement in eighth grade was found to be larger in school districts with lower rates of growth in academic achievement. These findings suggest that public investments in early childhood education may be particularly beneficial in the long term for children who subsequently experience low-growth school environments--consistent with a dynamic substitutability hypothesis of combined effects. |
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