Child Care and Early Education Research Connections

Skip to main content

What's the state of the evidence on pre-K programmes in the United States?: A systematic review

Share
Description:
We systematically examine the existing evidence and compute meta-analytic averages for the effects of scaled-up, publicly funded pre-kindergarten (pre-K) programmes in the United States on student mathematics and reading achievement. The analysis is restricted to experimental and quasi-experimental research designs with the highest internal validity. We synthesise the short-term cognitive effects of pre-K and find large positive effects of scaled-up public pre-K programmes on student pre-kindergarten test scores from seven studies. In particular, we find that the overall effect on mathematics scores is over a third of a standard deviation and the overall effect on reading scores is three-fifths of a standard deviation. More research is needed on the sustained effects of pre-K as policymakers debate whether to expand or adopt such programmes. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
West Virginia; Tennessee; South Carolina; Oklahoma; New Mexico; New Jersey; Michigan; Massachusetts; Arkansas

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Effective State Offices of Early Learning: Structural features, enabling conditions, and key functions in four states

Reports & Papersview

Understanding the cost to deliver high-quality publicly funded pre-kindergarten programs

Reports & Papersview

Virginia Preschool Initiative Plus (VPI+): Final evaluation report

Reports & Papersview