The Effects of Tulsa's Pre-K Program on Middle School Student Performance

Autor/inn/en	Gormley,, William T., Jr.; Phillips, Deborah; Anderson, Sara
Titel	The Effects of Tulsa's Pre-K Program on Middle School Student Performance
Quelle	In: Journal of Policy Analysis and Management, 37 (2018) 1, S.63-87 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.22023
Schlagwörter	Middle School Students; Preschool Education; Academic Achievement; Mathematics Tests; Mathematics Achievement; Scores; School Districts; Program Effectiveness; Educational Quality; Honors Curriculum; Grade Repetition; Enrollment; Outcomes of Education; Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Pre-school education; Vorschulerziehung; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School district; Schulbezirk; Quality of education; Bildungsqualität; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Einschulung; Lernleistung; Schulerfolg
Abstract	As states have upgraded their commitment to pre-K education over the past two decades, questions have arisen. Critics argue that program effects are likely to fade out or disappear over time, while supporters contend that program effects are likely to persist under certain conditions. Using data from Tulsa Public Schools, three neighboring school districts, and the state of Oklahoma, and propensity score weighting, we estimate the effects of Tulsa's universal, school-based pre-K program on multiple measures of academic progress for middle school students. We find enduring effects on math achievement test scores, enrollment in honors courses, and grade retention for students as a whole, and similar effects for certain subgroups. We conclude that some positive effects of a high-quality pre-K program are discernible as late as middle school. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01