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The Long-Term Effect of North Carolina’s Pre-Kindergarten Program is Larger in School Districts with Lower Rates of Growth in Academic Achievement

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.

Keywords
Early childhood education; long-term effects; reading; mathematics.
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. (). The Long-Term Effect of North Carolina’s Pre-Kindergarten Program is Larger in School Districts with Lower Rates of Growth in Academic Achievement. (EdWorkingPaper: 21-494). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/jrgc-8n94

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