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Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School

by Ladd, Helen F. , Muschkin, Clara G. , Dodge, Kenneth A. , Bai, Yu

in Academic achievement / African Americans / Childhood / Children / Counties / County Programs / Early Childhood Education / Education policy / Educational Objectives / Educational Policy / Effect Size / Elementary Education / Elementary School Students / Elementary schools / EMPIRICAL ARTICLES / Grade Repetition / Learning outcomes / Longitudinal Studies / Mathematics Tests / Outcomes of Education / Poverty / Program Effectiveness / Reading Tests / Regression (Statistics) / Regression analysis / Scores / Special Education / State Aid / State Programs / Statistical Analysis / Test scores / Young Children

2017

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Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School

by Ladd, Helen F. , Muschkin, Clara G. , Dodge, Kenneth A. , Bai, Yu

2017

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Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School

by Ladd, Helen F. , Muschkin, Clara G. , Dodge, Kenneth A. , Bai, Yu

2017

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Journal Article

Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School

Ladd, Helen F.,

Muschkin, Clara G.,

Dodge, Kenneth A.,

Bai, Yu

2017

Overview

North Carolina's Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61% non-Latinx White, 30% African American, 4% Latinx, 5% other). Student-level regression models with county and year fixed effects indicated significant positive impacts of each program on reading and math test scores and reductions in special education and grade retention in each grade. Effect sizes grew or held steady across years. Positive effects held for both high- and low-poverty families, suggesting spillover of effects to nonparticipating peers.

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Publisher

Wiley for the Society for Research in Child Development,Wiley-Blackwell,Oxford University Press

Subject

/ Early Childhood Education