New benefits of public school pre-kindergarten programs: Early school stability, grade promotion, and exit from ELL services
| Autor: | Yuuko Uchikoshi, Chloe R. Gibbs, Adam Winsler, Dylan Conger |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Pre kindergarten
Medical education Sociology and Political Science media_common.quotation_subject education 05 social sciences 050301 education English-language learner Education Promotion (rank) behavior and behavior mechanisms Developmental and Educational Psychology 0501 psychology and cognitive sciences Psychology 0503 education School system 050104 developmental & child psychology media_common |
| Zdroj: | Early Childhood Research Quarterly. 48:26-35 |
| ISSN: | 0885-2006 |
| DOI: | 10.1016/j.ecresq.2018.10.015 |
| Popis: | This study explores the short-run effects of state-funded, public school-based pre-kindergarten (pre-K) programs on the early educational outcomes of students in Miami-Dade County Public Schools. Using data on all kindergarten students enrolled in the public schools in years 2006 and 2007, we examine differences in outcomes from pre-K to the early grades – promotion to first grade, school mobility, and exit from English language learner (ELL) status – for students who were enrolled in public school pre-K in the previous year as compared to students who entered the public school system at kindergarten. We find that children who participated in a public school pre-K program had higher rates of promotion to the first grade and higher rates of school stability between kindergarten and first grade. ELL children who enrolled in public school pre-K also had higher exit rates from ELL status by first grade compared to students who entered at kindergarten. Analyses explore the role of kindergarten schools and classrooms as well as school stability between pre-K and kindergarten as possible mediators. |
| Databáze: | OpenAIRE |
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