A Reanalysis of Impacts of the Tennessee Voluntary Prekindergarten Program. EdWorkingPaper No. 19-28
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| Title: | A Reanalysis of Impacts of the Tennessee Voluntary Prekindergarten Program. EdWorkingPaper No. 19-28 |
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| Language: | English |
| Authors: | Tyler W. Watts, Greg J. Duncan, Mariela Rivas, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2019. |
| 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: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 77 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305E090009 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education Grade 3 |
| Descriptors: | Preschool Education, School Readiness, Kindergarten, Low Income Students, State Programs, Special Education, Outcomes of Education, Program Effectiveness, Grade 3, Scores, Elementary Education, Achievement Tests |
| Geographic Terms: | Tennessee |
| Abstract: | We present a reanalysis of the Tennessee Voluntary Prekindergarten Program (TNVPK), a state-funded program designed to promote the school readiness of 4-year-olds from low-income families. Oversubscribed programs used a lottery to randomly assign prospective enrollees a chance to attend TNVPK. We found that assignment to the program had largely null effects on measures of behavior, attendance, and retention collected during elementary school. TNVPK increased enrollment in special education by 4% between kindergarten and grade 3, and generated negative but generally statistically insignificant impacts on third-grade state test scores. We explore reasons for fadeout as well as threats to internal validity. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED670862 |
| Database: | ERIC |
| Abstract: | We present a reanalysis of the Tennessee Voluntary Prekindergarten Program (TNVPK), a state-funded program designed to promote the school readiness of 4-year-olds from low-income families. Oversubscribed programs used a lottery to randomly assign prospective enrollees a chance to attend TNVPK. We found that assignment to the program had largely null effects on measures of behavior, attendance, and retention collected during elementary school. TNVPK increased enrollment in special education by 4% between kindergarten and grade 3, and generated negative but generally statistically insignificant impacts on third-grade state test scores. We explore reasons for fadeout as well as threats to internal validity. |
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