The effects of a high quality state-run preschool program as rated by a Quality Rating and Improvement System on children's school readiness

Abstract

The goal of this study was to evaluate the effects of attending a state-run preschool program that is rated as “higher quality” on a state's Quality Rating and Improvement System (QRIS) for children's outcomes in prekindergarten and kindergarten. It was expected that children who attended higher QRIS-rated programs would demonstrate greater gains in school readiness skills relative to children who received similar subsidies but attended lower-rated programs in the prekindergarten year. However, because there is little to base a hypothesis on with regard to longitudinal associations, we had no a priori hypotheses regarding potential effects into the fall and spring of kindergarten. Participants included 2 cohorts (N = 516; 50% female, Mage = 4.80 years). Data were collected on school readiness outcomes in the fall and spring of prekindergarten and kindergarten. Results suggested that participating in the higher-rated program was related to gains in language during the prekindergarten year that persisted into kindergarten. Findings indicated that children who participated in the program experienced greater gains in their math, literacy, and school readiness in kindergarten. However, the majority of the effects were generally small, albeit positive.