Measuring impact of New Mexico prekindergarten on standardized test scores and high school graduation using propensity score matching

The long-term impact of prekindergarten programs is an important consideration given the trend of dedicating more resources to these programs. However, long-term impact of prekindergarten programs is not well-understood and recent studies have shown preschool effectiveness can vary across states and...

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Bibliographic Details
Published in:International journal of child care and education policy (Seoul) 2023-01, Vol.17 (1), p.9-9, Article 9
Main Authors: Courtney, Jon R., Garcia, Janelle Taylor, Rowberry, Jacob, Eckberg, Nathan, Dinces, Sarah M., Lobaugh, Clayton S., Tolman, Ryan T.
Format: Article
Language:English
Subjects:
Academic achievement
Correlation
Early Childhood Education
Education
Education policy
Educational Policy and Politics
Grade 3
Grade 6
Grade 8
Graduation Rate
High School Graduates
High schools
Long term
Mathematics Achievement
Measurement
Outcomes of Education
Prekindergarten
Preschool
Preschool Education
Principal component analysis
Program Effectiveness
Program implementation
Rates
Reading Achievement
Scores
Standardized Tests
Tests
Citations: Items that this one cites
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Summary:The long-term impact of prekindergarten programs is an important consideration given the trend of dedicating more resources to these programs. However, long-term impact of prekindergarten programs is not well-understood and recent studies have shown preschool effectiveness can vary across states and programs. A state run prekindergarten program in New Mexico was examined using propensity score matching to minimize selection bias. The research revealed a number of long-term impacts corresponding with prekindergarten participation for the cohort including a 9.7 percentage point increase in high school graduation rates and improved reading and math proficiency at third, sixth, and eighth grades. Considerations for future research and challenges in implementing prekindergarten programs are discussed.
ISSN:1976-5681
2288-6729
2288-6729
DOI:10.1186/s40723-023-00112-9