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The Long-Term Effect of North Carolina's Pre-Kindergarten Program is Larger in School Districts with Lower Rates of Growth in Academic Achievement. EdWorkingPaper No. 21-494

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Title: The Long-Term Effect of North Carolina's Pre-Kindergarten Program is Larger in School Districts with Lower Rates of Growth in Academic Achievement. EdWorkingPaper No. 21-494
Language: English
Authors: Robert C. Carr, Tyler W. Watts, Jade M. Jenkins, Yu Bai, Ellen S. Peisner-Feinberg, Clara G. Muschkin, Helen F. Ladd, Kenneth A. Dodge, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
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: 62
Publication Date: 2024
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: 1R01HD09593001A1
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Early Childhood Education, Preschool Education, Kindergarten, Outcomes of Education, Academic Achievement, Educational Environment, Full State Funding, State Programs, Access to Education
Geographic Terms: North Carolina
Abstract: Prior research has found that public investments in North Carolina's pre-kindergarten program--NC Pre-K--generated positive effects on student reading and math achievement through eighth grade (Bai et al., 2020). This study examined whether the effect of NC Pre-K funding exposure is moderated by the educational environments children subsequently experience during elementary and middle school. The NC Pre-K effect on student reading and math achievement in eighth grade was found to be larger in school districts with lower rates of growth in academic achievement. These findings suggest that public investments in early childhood education may be particularly beneficial in the long term for children who subsequently experience low-growth school environments--consistent with a dynamic substitutability hypothesis of combined effects.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED671982
Database: ERIC
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Robert+C%2E+Carr%22">Robert C. Carr</searchLink><br /><searchLink fieldCode="AR" term="%22Tyler+W%2E+Watts%22">Tyler W. Watts</searchLink><br /><searchLink fieldCode="AR" term="%22Jade+M%2E+Jenkins%22">Jade M. Jenkins</searchLink><br /><searchLink fieldCode="AR" term="%22Yu+Bai%22">Yu Bai</searchLink><br /><searchLink fieldCode="AR" term="%22Ellen+S%2E+Peisner-Feinberg%22">Ellen S. Peisner-Feinberg</searchLink><br /><searchLink fieldCode="AR" term="%22Clara+G%2E+Muschkin%22">Clara G. Muschkin</searchLink><br /><searchLink fieldCode="AR" term="%22Helen+F%2E+Ladd%22">Helen F. Ladd</searchLink><br /><searchLink fieldCode="AR" term="%22Kenneth+A%2E+Dodge%22">Kenneth A. Dodge</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Full+State+Funding%22">Full State Funding</searchLink><br /><searchLink fieldCode="DE" term="%22State+Programs%22">State Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Prior research has found that public investments in North Carolina's pre-kindergarten program--NC Pre-K--generated positive effects on student reading and math achievement through eighth grade (Bai et al., 2020). This study examined whether the effect of NC Pre-K funding exposure is moderated by the educational environments children subsequently experience during elementary and middle school. The NC Pre-K effect on student reading and math achievement in eighth grade was found to be larger in school districts with lower rates of growth in academic achievement. These findings suggest that public investments in early childhood education may be particularly beneficial in the long term for children who subsequently experience low-growth school environments--consistent with a dynamic substitutability hypothesis of combined effects.
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  Data: ED671982
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      – Text: English
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        PageCount: 62
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Educational Environment
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      – SubjectFull: Full State Funding
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      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: North Carolina
        Type: general
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      – TitleFull: The Long-Term Effect of North Carolina's Pre-Kindergarten Program is Larger in School Districts with Lower Rates of Growth in Academic Achievement. EdWorkingPaper No. 21-494
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