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Do the long-term impacts of North Carolina’s early childhood programs depend on the quality of educational opportunity during school?

Prior research has found that financial investments in North Carolina’s early childhood education programs—Smart Start and NC Pre-K—generated positive effects on student achievement in reading and mathematics through eighth grade (Bai et al., 2020). The current study examined if these effects were moderated by two dimensions of educational opportunity in NC public school districts, as measured by (1) the average academic achievement level in third grade and (2) the rate of growth in academic achievement from third to eighth grade. The Smart Start effect on eighth grade reading achievement was larger in school districts with higher levels of average achievement. Also, the NC Pre-K effect on eighth grade reading achievement was smaller in school districts with higher rates of achievement growth.

Keywords
Child care; early childhood education; school quality; reading; mathematics; long-term effects
Education level
Document Object Identifier (DOI)
10.26300/jrgc-8n94

EdWorkingPaper suggested citation:

Carr, Robert C., Tyler Watts, Jade M. Jenkins, Yu Bai, Ellen S. Peisner-Feinberg, Clara G. Muschkin, Helen F. Ladd, and Kenneth A. Dodge. (). Do the long-term impacts of North Carolina’s early childhood programs depend on the quality of educational opportunity during school?. (EdWorkingPaper: 21-494). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/jrgc-8n94

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