Associations between Public Preschool Attendance and Third Grade School Outcomes: Are There Lasting Benefits in a Post-COVID-19 Environment?
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| Title: | Associations between Public Preschool Attendance and Third Grade School Outcomes: Are There Lasting Benefits in a Post-COVID-19 Environment? |
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| Language: | English |
| Authors: | Anna D. Johnson (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | 1R01HD09232401A1 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Preschool Education |
| Descriptors: | Grade 3, Public Schools, Preschool Education, Attendance, Outcomes of Education, COVID-19, Pandemics, Low Income, Family Income, Mathematics Achievement, Reading Achievement, Grade Repetition, Bilingual Students, Special Education |
| Geographic Terms: | Oklahoma (Tulsa) |
| ISSN: | 2332-8584 |
| Abstract: | Using newly available data from Tulsa, Oklahoma--home of a renowned and much-studied universal public preschool program--we investigated associations between public preschool attendance and a wide range of third grade school administrative outcomes collected in the post-COVID-19 era. We explored associations between preschool attendance and school outcomes in our full sample of students (all of whom were from low-income households) as well as in our sizable subsample of dual language learners. Public preschool was unrelated to state standardized test scores, grade retention, and special education status. However, for dual language learners only, public preschool attendance predicted substantial reductions in third grade (post-COVID-19) absenteeism. Given skyrocketing rates of absenteeism when schools reopened after COVID-19--rates that are especially large for students from low-income and minoritized backgrounds such as those in our sample--these results hold special importance and may suggest a potentially overlooked response to a rising problem. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.3886/E226243V1 |
| Entry Date: | 2026 |
| Accession Number: | EJ1494456 |
| Database: | ERIC |
| Abstract: | Using newly available data from Tulsa, Oklahoma--home of a renowned and much-studied universal public preschool program--we investigated associations between public preschool attendance and a wide range of third grade school administrative outcomes collected in the post-COVID-19 era. We explored associations between preschool attendance and school outcomes in our full sample of students (all of whom were from low-income households) as well as in our sizable subsample of dual language learners. Public preschool was unrelated to state standardized test scores, grade retention, and special education status. However, for dual language learners only, public preschool attendance predicted substantial reductions in third grade (post-COVID-19) absenteeism. Given skyrocketing rates of absenteeism when schools reopened after COVID-19--rates that are especially large for students from low-income and minoritized backgrounds such as those in our sample--these results hold special importance and may suggest a potentially overlooked response to a rising problem. |
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| ISSN: | 2332-8584 |
