Rural Early Childhood Programs & School Readiness: An Evaluation of the Early Steps to School Success Program. EdWorkingPaper No. 23-842
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| Title: | Rural Early Childhood Programs & School Readiness: An Evaluation of the Early Steps to School Success Program. EdWorkingPaper No. 23-842 |
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| Language: | English |
| Authors: | Shaun M. Dougherty, Mary M. Smith, Beth Kelly, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2023. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: | N |
| Page Count: | 51 |
| Publication Date: | 2023 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Rural Education, Early Childhood Education, School Readiness, Kindergarten, Language Acquisition, Cognitive Development, Physical Development |
| Geographic Terms: | Kentucky |
| Abstract: | Prior research has clearly established the substantial expected payoffs to investments in early childhood education. However, the ability to deliver early childhood programs differs across communities with access to high quality programing especially hard to establish in rural communities. We study one program, Early Steps to School Success, to understand whether the provision of home visiting and book exchange programs in rural Kentucky can influence kindergarten readiness. Linking program data with the state longitudinal data system in Kentucky we create multiple comparison groups by matching children on known program qualification indicators to estimate whether Early Steps program participation was related to school readiness. Our estimates suggest that program participation resulted in small improvements to children's kindergarten readiness, as measured by the Brigance kindergarten readiness assessment overall score and sub-scores in language, cognitive, and physical development. Results are not sensitive to our choice of comparison group, though they appear driven by the experiences of children who participate from birth through age five or from ages three-to-five only. Our findings suggest that the Early Steps home visiting intervention may be a worthwhile intervention for improving kindergarten preparedness for children living in rural contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED639202 |
| Database: | ERIC |
| Abstract: | Prior research has clearly established the substantial expected payoffs to investments in early childhood education. However, the ability to deliver early childhood programs differs across communities with access to high quality programing especially hard to establish in rural communities. We study one program, Early Steps to School Success, to understand whether the provision of home visiting and book exchange programs in rural Kentucky can influence kindergarten readiness. Linking program data with the state longitudinal data system in Kentucky we create multiple comparison groups by matching children on known program qualification indicators to estimate whether Early Steps program participation was related to school readiness. Our estimates suggest that program participation resulted in small improvements to children's kindergarten readiness, as measured by the Brigance kindergarten readiness assessment overall score and sub-scores in language, cognitive, and physical development. Results are not sensitive to our choice of comparison group, though they appear driven by the experiences of children who participate from birth through age five or from ages three-to-five only. Our findings suggest that the Early Steps home visiting intervention may be a worthwhile intervention for improving kindergarten preparedness for children living in rural contexts. |
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