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Published, Version of Record (VoR)CC BY V4.0, Open
Journal article
The effects of public pre-kindergarten attendance on first grade literacy achievement: a district study
International journal of child care and education policy (Seoul), v 12(1), pp 1-19
10 Jan 2018
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This study investigated the link between public pre-kindergarten attendance and first grade literacy achievement in the United States. Participants (N = 1056; first grade children from one mixed-urban city in Virginia in 2012-2013) had either attended district-provided public Pre-K or had not attended formal or institutional preschool of any kind. Significant effects were found on each literacy measure in both the beginning and the middle of first grade (avg. ES = .32 and predicted gain of 13%). On average, Pre-K attendees were meeting reading benchmarks in the beginning and middle of first grade, while the no-preschool group was reading below the benchmarks during both time points. Findings strengthen the evidence base for the ability of public Pre-K to improve children's literacy achievement in first grade while also describing a transferable example of universal Pre-K at the district level which policy-makers and practitioners may wish to consider.
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Details
- Title
- The effects of public pre-kindergarten attendance on first grade literacy achievement: a district study
- Creators
- Michael Haslip - Drexel University
- Publication Details
- International journal of child care and education policy (Seoul), v 12(1), pp 1-19
- Publisher
- Springer Nature
- Number of pages
- 19
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:000419947300001
- Scopus ID
- 2-s2.0-85062726534
- Other Identifier
- 991019168772804721
UN Sustainable Development Goals (SDGs)
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- Web of Science research areas
- Education & Educational Research