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Tyler Watts

Robert C. Carr, Tyler Watts, Jade M. Jenkins, Yu Bai, Ellen S. Peisner-Feinberg, Clara G. Muschkin, Helen F. Ladd, Kenneth A. Dodge.

Prior research has found that financial investments in North Carolina’s pre-kindergarten (pre-K) program generated positive effects on student reading and math achievement through eighth grade (Bai et al., 2020). The current study examined the interaction between NC Pre-K funding and two key dimensions of the subsequent educational environment students experience in their school districts: average achievement and achievement growth. In relation to student reading and math achievement in eighth grade, the benefits of NC Pre-K funding were found to be additive to the benefits of school-district average achievement. The benefits of NC Pre-K funding were also found to interact with the benefits of school-district achievement growth such that the NC Pre-K effect was 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 schooling environments compared to children in high-growth environments.

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Tyler Watts, Greg J. Duncan, Mariela Rivas.

We present a reanalysis of the Tennessee Voluntary Prekindergarten Program (TNVPK), a state-funded program designed to promote the school readiness of 4-year-olds from low-income families. Oversubscribed programs used a lottery to randomly assign prospective enrollees a chance to attend TNVPK. We found that assignment to the program had largely null effects on measures of behavior, attendance, and retention collected during elementary school. TNVPK increased enrollment in special education by 4% between kindergarten and grade 3, and generated negative but generally statistically insignificant impacts on third-grade state test scores. We explore reasons for fadeout as well as threats to internal validity.

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