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The sustaining environments thesis hypothesizes that PreK effects are more likely to persist into later grades if children experience high-quality learning environments in the years subsequent to PreK. This study tests this hypothesis using data from a statewide PreK randomized experiment in Tennessee that found positive effects at the end of PreK that did not persist past kindergarten. These data were combined with teacher observation and school-level value-added scores from Tennessee’s formal evaluation system to determine whether positive effects of PreK persisted for the subgroup of students exposed to higher-quality learning environments between kindergarten and 3rd-grade. Neither exposure to highly effective teachers nor attending a high-quality school was sufficient by itself to explain differences in achievement between PreK participants and non-participants in 3rd-grade. However, this study found evidence that having both was associated with a sustained advantage for PreK participants in both math and ELA that lasted through at least 3rd-grade. Notably, however, very few children were exposed to high-quality learning environments after PreK, suggesting that maximizing PreK investments may require attending to the quality of learning environments during PreK and beyond.
The early childhood enrollment process involves searching for programs, applying, verifying eligibility(for publicly funded seats), and enrolling. Many families do not complete the process. We conducted a randomized controlled trial to assess strategies for communicating with families as they verify eligibility. Working with administrators in New Orleans, we randomly assigned families to receive either: (1) the district’s usual, modest communications, (2) the usual communications plus weekly text-message reminders formal in tone, or (3) the usual communications plus weekly text-messages reminders friendly and personal in tone. Text-message reminders increased verification rates by seven percentage points (regardless of tone), and personalized messages increased enrollment rates for some groups. The exchanges between parents and administrators reveal the key obstacles that parents confronted.
The time children spend with their parents affects their development. Parenting programs can help parents use that time more effectively. Text-messaged-based parenting curricula have proven an effective means of supporting positive parenting practices by providing easy and fun activities that reduce informational and behavioral barriers. These programs may be more effective if delivered during times when parents are particularly in need of support, such as after work, or, alternatively when parents have more time to interact with their child, such as on a day off of work. This study compares the effects of an early childhood text-messaging program sent during the weekend to the same program sent on weekdays. We find that sending the text messages on the weekend is, on average, more beneficial to children’s literacy and math development. This effect is particularly strong for initially lower achieving children, while the weekday texts show some benefits for higher achieving children on higher order skills. These results are consistent with the hypothesis that the parents of lower achieving students, on average, face such high barriers during weekdays that supports are not enough to overcome these barriers, while for parents of higher achieving students, weekday texts are more effective because weekdays are more challenging, but not so difficult as to be untenable for positive parenting. In sum, the findings suggest that parenting support works best when parents have time, attention, and need.
This study is a randomized control trial of full- versus half-day pre-kindergarten in a school district near Denver, Colorado. Four-year-old children were randomly assigned an offer of half-day (four days/week) or full-day (five days/week) pre-k that increased class time by over 600 hours. The offer of full-day pre-k produced substantial, positive effects on children’s receptive vocabulary skills (0.267 standard deviations) by the end of pre-k. Among children enrolled in district schools, full-day participants also outperformed their peers on teacher-reported measures of cognition, literacy, math, and physical development. At kindergarten entry, children offered pre-k still outperformed peers on a widely-used measure of basic literacy. The study provides the first rigorous evidence on the impact of full-day preschool on children’s school readiness skills.
This article contributes to the literature on school turnaround by examining the effect of the North Carolina Transformation (NCT) initiative, which was implemented in 75 low-performing schools after the state’s efforts to turn around the lowest performing schools under Race to the Top ended, on student reading score growth in grades K-3. Reading score growth is measured using the mCLASS Dynamic Indicators of Basic Early Literacy (DIBELS) assessment. Utilizing a regression discontinuity design, we find that the NCT intervention had null effects on K-3 reading score growth across both the 2016 and 2017 school years.
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.
Using an additional decade of CNLSY data, this study replicated and extended Deming’s (2009) evaluation of Head Start’s life-cycle skill formation impacts in three ways. Extending the measurement interval for Deming’s adulthood outcomes, we found no statistically significant impacts on earnings and mixed evidence of impacts on other adult outcomes. Applying Deming’s sibling comparison framework to more recent birth cohorts born to CNLSY mothers revealed mostly negative Head Start impacts. Combining all cohorts shows generally null impacts on school-age and early adulthood outcomes.
Educational inequality in the health of U.S. children—what social scientists refer to as the “educational gradient” in health—is present at birth for virtually every marker of health, and increases throughout childhood. However, a puzzling contradiction to this pattern has been observed among the growing population of youth in immigrant families. Some evidence suggests an ambiguous relationship between education and health among immigrant families, with a flat relationship between maternal education and maternal health behaviors and children’s birth outcomes, and a stronger relationship as children become adolescents. Does an educational gradient in health emerge among children in immigrant families during childhood and adolescence? To date, we lack a prospective examination of how the gradient changes from birth throughout childhood and adolescence among this population. Moreover, while the dominant explanation for a weaker gradient among children with immigrant parents centers on the family setting, we know little about family-level dynamics among the same immigrant families as children age. Using national, longitudinal data from the Fragile Families and Child Well-Being Study, we examine the association between maternal education and children’s health (measured by mothers’ ratings) over the early life course (birth through age 15) among children of immigrants and children of native-born parents, and consider whether changes in children’s economic status and family composition contribute to the educational gradient, or lack thereof, in child health. Analyses reveal that: (1) maternal education is strongly predictive of health, even among children of immigrants; (2) immigrant status does not appear to be protective for health within educational groups, as evidenced by poorer health among children of immigrants whose mothers have the lowest level of education, as compared to children of natives; (3) children in the least-educated immigrant families are experiencing better health trajectories as they age than children in similar native-born families; and (4) accounting for economic conditions and family composition does not reduce the size of the gradient over time.
Educational assortative mating patterns in the U.S. have changed since the 1960s, but we know little about the effects of these patterns on children, particularly on infant health. Rising educational homogamy may alter prenatal contexts through parental stress and resources, with implications for inequality. Using 1969-1994 NVSS birth data and aggregate cohort-state census measures of spousal similarity of education and labor force participation as instrumental variables (IV), this study estimates effects of parental educational similarity on infant health. Controlling for both maternal and paternal education, results support family systems theory and suggest that parental educational homogamy is beneficial for infant health while hypergamy is detrimental. These effects are stronger in later cohorts and are generally limited to mothers with more education. Hypogamy estimates are stable by cohort, suggesting that rising female hypogamy may have limited effect on infant health. In contrast, rising educational homogamy could have increasing implications for infant health. Effects of parental homogamy on infant health could help explain racial inequality of infant health and may offer a potential mechanism through which inequality is transmitted between generations.
Text-message based parenting programs have proven successful in improving parental engagement and preschoolers’ literacy development. The tested programs have provided a combination of (a) general information about important literacy skills, (b) actionable advice (i.e., specific examples of such activities), and (c) encouragement. The regularity of the texts – each week throughout the school year – also provided nudges to focus parents’ attention on their children. This study seeks to identify mechanisms of the overall effect of such programs. It investigates whether the actionable advice alone drives previous study’s results and whether additional texts of actionable advice improve program effectiveness. The findings provide evidence that text messaging programs can supply too little or too much information. A single text per week is not as effective at improving parenting practices as a set of three texts that also include information and encouragement, but a set of five texts with additional actionable advice is also not as effective as the three-text approach. The results on children’s literacy development depend strongly on the child’s pre-intervention literacy skills. For children in the lowest quarter of the pre-treatment literacy assessments, only providing one example of an activity decreases literacy scores by 0.15 standard deviations relative to the original intervention. Literacy scores of children in higher quarters are marginally higher with only one tip per week. We find no positive effects of increasing to five texts per week.