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Differential third-grade outcomes associated with attending publicly funded preschool programs for low-income Latino children

Resource Type: Reports & Papers
Author(s): Ansari, Arya; Lopez, Michael; Manfra, Louis; Bleiker, Charles; Dinehart, Laura H. B.; Hartman, Suzanne C.; Winsler, Adam;
Date Issued: September/October 2017
Description: This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center-based care 4 years earlier. The sustained associations between public school pre-K (vs. center-based care) and third-grade outcomes were mediated by children's kindergarten entry preacademic and social-behavioral skills, and among English-language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed. (author abstract)

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