Effects of North Carolina's pre-kindergarten program at the end of kindergarten: Contributions of school-wide quality

• Published in: Journal of applied developmental psychology 2021-07, Vol.76, p.101317, Article 101317
• Main Authors: Carr, Robert C., Peisner-Feinberg, Ellen S., Kaplan, Rachel, Mokrova, Irina L.
• Format: Article
• Language: English
• Subjects: Academic achievement; Children; Competence; Developmental psychology; Elementary school; Elementary schools; Kindergarten; Language; Literacy; Mathematics; Mathematics skills; Moderation; Moderators; Pre-kindergarten; Short term memory; Working memory
• ISSN: 0193-3973; 1873-7900
• DOI: 10.1016/j.appdev.2021.101317

The positive effects of pre-kindergarten (pre-K) programming may be enhanced in later grades for children who subsequently experience high-quality educational environments in elementary school. The current study tested this hypothesis in relation to the effects of North Carolina's NC Pre-K program on child outcomes at the end of kindergarten, including language, literacy, mathematics, and working memory. Measures of elementary school quality were examined as moderators of the NC Pre-K effects, including school-wide academic proficiency and school-wide growth in academic achievement. We found no reliable effects of NC Pre-K participation for children attending elementary schools with average levels of quality. However, the positive effects of NC Pre-K participation on language and working memory skills were evident for children attending elementary schools with higher levels of academic proficiency and academic growth, respectively. No evidence of moderation was found in relation to literacy and mathematics skills. •Enhanced effect of NC Pre-K on child language in high-proficiency schools.•Enhanced effect of NC Pre-K on child working memory in high-growth schools.•No reliable effects of NC Pre-K on literacy or mathematics.