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Early childhood regression discontinuity study

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Description:

The purpose of this study's evaluation is to investigate the immediate effects associated with children who attend state-funded preschool in Connecticut. As a first step to answer this question, the study was restricted to the fullest implementation of Connecticut's state-funded School Readiness program--that is, the effect of prekindergarten for 4-year-old children who attend full-day or school-day, state-funded preschool in Connecticut. Further, the study includes only prekindergarten programs with full-day or school-day programming funded through the School Readiness program, as they represent the fullest dose of the treatment (i.e., prekindergarten programming) available. An important caveat to note is that the focus of this study, in accordance with the scope of work authorized by the CASE/CGA project agreement, includes addressing only the following primary questions: 1. Do children who attend full-day or school-day, state-funded preschool programs enter kindergarten with better language and literacy skills than if they had not attended the program? 2. Do children who attend full-day or school-day, state-funded preschool programs enter kindergarten with better mathematics skills than if they had not attended the program? 3. Do children who attend full-day or school-day, state-funded preschool programs enter kindergarten with better social skills than if they had not attended the program? (author abstract)

Resource Type:
Reports & Papers
Country:
United States
State(s):
Connecticut

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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