Abstract
Preschool programs provide opportunities to improve early childhood educational outcomes as well as long-term outcomes, such as improved educational attainment, improved socioeconomic status, and improved health in adulthood. However, recent studies of long-term impacts have shown equivocal results, with some educational gains occurring immediately following participation in preschool that diminish or “fadeout” over time. The purpose of this study was to use multivariable linear regression and school fixed effects to determine the impact of Alabama’s First Class Pre-K (FCPK) program on reading and math proficiency. In an effort to test for fadeout, a second multivariable linear regression was used with an additional interaction term of FCPK receipt with time since receipt, to assess for changes in the impact of FCPK as children progress from 3rd grade to 7th grade. Results indicate that children who received FCPK were statistically significantly more likely to be proficient in both math and reading compared to students who did not receive FCPK. Further, there was no statistical evidence of fadeout of the benefits of FCPK through the 7th grade, indicating the persistence of the benefits of FCPK into middle school.
Highlights
Review of literature High-quality preschool programs provide opportunities to promote child development and support school readiness, increase educational outcomes, and contribute to the skilled workforce of tomorrow
Though it is generally accepted that high-quality preschool programs yield significant early gains, especially for more disadvantaged children, evaluation of some programs has suggested “fadeout,” or diminished benefits over time (Barnett 1995, 1998; Dodge et al 2016; Hill et al 2015; Huang et al 2012; Jenkins et al 2018; Lipsey et al 2018; McCoy et al 2017; Muschkin et al 2015; Phillips et al 2017; Puma et al 2012; Watts et al 2018)
The purpose of this paper is to examine the evidence for two questions: 1. Are children who participate in Alabama’s First Class Pre-K (FCPK) program more likely to be proficient in reading and math skills compared to their non-FCPK peers?
Summary
Review of literature High-quality preschool programs provide opportunities to promote child development and support school readiness, increase educational outcomes, and contribute to the skilled workforce of tomorrow. Though it is generally accepted that high-quality preschool programs yield significant early gains, especially for more disadvantaged children, evaluation of some programs has suggested “fadeout,” or diminished benefits over time (Barnett 1995, 1998; Dodge et al 2016; Hill et al 2015; Huang et al 2012; Jenkins et al 2018; Lipsey et al 2018; McCoy et al 2017; Muschkin et al 2015; Phillips et al 2017; Puma et al 2012; Watts et al 2018). The Head Start Impact Study showed that random selection/assignment to the program was associated with short-term gains in cognitive and social skills, but these gains diminished by the time children entered elementary school (U.S Department of Health and Human Services 2010). A study of Tennessee’s Pre-K program showed that the program was associated with initial positive impact on cognitive skills, there was a fadeout of effects 1 year later, and even apparent adverse impact after several years (Lipsey et al 2018)
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