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Do Publicly Funded Early Childhood Programs Work? Use of Integrated Administrative Data in Baltimore City.

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Title: Do Publicly Funded Early Childhood Programs Work? Use of Integrated Administrative Data in Baltimore City.
Authors: Byun, Sooyeon1,2 (AUTHOR) sbyun10@yonsei.ac.kr, Zhao, Xiangyu2,3 (AUTHOR) kvs4ft@virginia.edu, Bostic, Briana2 (AUTHOR) bbostic1@jhu.edu, Jeon, Lieny2,3 (AUTHOR) ljeon@virginia.edu
Source: Early Childhood Education Journal. Mar2026, Vol. 54 Issue 3, p1501-1510. 10p.
Subject Terms: *Early childhood education, *Cities & towns, *Readiness for school, *Preschool education, *Educational support, *Educational outcomes, Poverty
Geographic Terms: Maryland, Baltimore (Md.)
Company/Entity: Head Start Program (U.S.)
Abstract: Despite the essential role of publicly funded ECE programs in children's school outcomes, it remains unclear how different types of programs are used by children, and how the differential use of publicly funded programs are associated with children's school outcomes. To bridge this gap, this study investigated how two widely-utilized publicly funded early care and education (ECE) programs, public pre-kindergarten (PreK) and Head Start (HS), are being used in Baltimore, Maryland, a historically marginalized urban community. The study also explored how differential ECE experiences are associated with children's kindergarten readiness and on-time grade promotion. By integrating multiple sources of administrative data (e.g., birth records, public school records), we found that children demonstrated better school outcomes when they attended both public PreK and HS. This trend was most prominent among children from communities with concentrated poverty. The findings suggest that allowing the variety of ECE services and expanding the number of seats in publicly funded ECE services may benefit children from neighborhoods with highly concentrated poverty. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Do Publicly Funded Early Childhood Programs Work? Use of Integrated Administrative Data in Baltimore City.
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  Data: <searchLink fieldCode="AR" term="%22Byun%2C+Sooyeon%22">Byun, Sooyeon</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> sbyun10@yonsei.ac.kr</i><br /><searchLink fieldCode="AR" term="%22Zhao%2C+Xiangyu%22">Zhao, Xiangyu</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<i> kvs4ft@virginia.edu</i><br /><searchLink fieldCode="AR" term="%22Bostic%2C+Briana%22">Bostic, Briana</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> bbostic1@jhu.edu</i><br /><searchLink fieldCode="AR" term="%22Jeon%2C+Lieny%22">Jeon, Lieny</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<i> ljeon@virginia.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Mar2026, Vol. 54 Issue 3, p1501-1510. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cities+%26+towns%22">Cities & towns</searchLink><br />*<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Maryland%22">Maryland</searchLink><br /><searchLink fieldCode="DE" term="%22Baltimore+%28Md%2E%29%22">Baltimore (Md.)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Head+Start+Program+%28U%2ES%2E%29%22">Head Start Program (U.S.)</searchLink>
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  Data: Despite the essential role of publicly funded ECE programs in children's school outcomes, it remains unclear how different types of programs are used by children, and how the differential use of publicly funded programs are associated with children's school outcomes. To bridge this gap, this study investigated how two widely-utilized publicly funded early care and education (ECE) programs, public pre-kindergarten (PreK) and Head Start (HS), are being used in Baltimore, Maryland, a historically marginalized urban community. The study also explored how differential ECE experiences are associated with children's kindergarten readiness and on-time grade promotion. By integrating multiple sources of administrative data (e.g., birth records, public school records), we found that children demonstrated better school outcomes when they attended both public PreK and HS. This trend was most prominent among children from communities with concentrated poverty. The findings suggest that allowing the variety of ECE services and expanding the number of seats in publicly funded ECE services may benefit children from neighborhoods with highly concentrated poverty. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10643-025-01952-5
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      – Code: eng
        Text: English
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        PageCount: 10
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      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Cities & towns
        Type: general
      – SubjectFull: Readiness for school
        Type: general
      – SubjectFull: Preschool education
        Type: general
      – SubjectFull: Educational support
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Maryland
        Type: general
      – SubjectFull: Baltimore (Md.)
        Type: general
      – SubjectFull: Head Start Program (U.S.)
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      – TitleFull: Do Publicly Funded Early Childhood Programs Work? Use of Integrated Administrative Data in Baltimore City.
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            NameFull: Byun, Sooyeon
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            NameFull: Zhao, Xiangyu
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            NameFull: Bostic, Briana
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              M: 03
              Text: Mar2026
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              Y: 2026
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