Published
January 14, 2021
| Pages: 255-261 | Views: 149
Abstract
This research study investigated the effects of preschool dosage on kindergarten readiness in an urban school district (n=1464). Our study examined one research question; do children who attend two years of structured early childhood education programming (3 year old and 4 year old pre-k) demonstrate stronger academic skills as compared to their peers who only attend one year of pre-k programming (4 year old pre-k only)? Implementing univariate and multivariate logistic regression models, we find that children who attend two years of programming were 34% more likely to make a successful transition to kindergarten compared to their peers that only attended pre-k as 4 year olds. Black students benefited greater with a 53% increased likelihood to be kindergarten ready.
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Keywords
Dosage of Programming, Early Childhood Education, Preschool, Student Outcomes
Affiliations
Charles J. Infurna
Children's Institute - University of Rochester
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