Does Prekindergarten Improve School Preparation and Performance?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Christopher J Ruhm, Jefferson-Pilot Excellence Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Prekindergarten programs are expanding rapidly but evidence on their effects is limited. Using rich data from Early Childhood Longitudinal Study, we estimate the effects of prekindergarten on children’s school readiness. We find that prekindergarten is associated with higher reading and mathematics skills at school entry, but also higher levels of behavior problems. By the spring of first grade, estimated effects on academic skills have largely dissipated, but the behavioral effects persist. Larger and longer lasting associations with academic gains are found for disadvantaged children. Finally, we find some evidence that prekindergartens located in public schools do not have adverse effects on behavior problems.

Additional Information

Publication
Economics of Education Review, Vol. 26(1): 33-51
Language: English
Date: 2007
Keywords
Preschool, Child care, School readiness