State-Funded Pre-K and Children’s Language and Literacy Development: The Case of COVID-19

Abstract

Research on how COVID-19 school closures impacted the learning of young children is still sparse, and the broader implications of these findings have yet to be fully explored. In this study, we examine the impacts of COVID-19 school closures on language and literacy development in a state-funded pre-K program in a Florida school district. Using COVID closures as a natural experiment, we additionally explore the implications of these findings for the literature on the efficacy and dosage of state-funded pre-K programs. We used propensity score matching to compare children from the COVID cohort ( n = 1,211) to children from a pre-COVID cohort ( n = 1,167). Results revealed no significant difference on the Florida Kindergarten Readiness Screener (FLKRS) assessment between the two cohorts at kindergarten entry. The COVID cohort had significantly higher scores on each of the individual subdomains of the FLKRS than the pre-COVID cohort, with especially large positive effect sizes for constrained literacy skills. Results indicate that COVID-19 closures did not have significant negative impacts on pre-K children’s language and literacy skills at kindergarten entry. Findings further suggest that state-funded pre-K programs with comparatively less funding and lower quality ratings may not provide adequate support for children’s language and literacy outcomes.