Department of Teaching and Learning, Vanderbilt University.
Department of Human and Organizational Development, Vanderbilt University.
Dev Psychol. 2022 Mar;58(3):470-484. doi: 10.1037/dev0001301. Epub 2022 Jan 10.
As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short- and long-term effects. This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income families who applied to oversubscribed pre-K program sites across the state and were randomly assigned to offers of admission or a wait list control. Data through sixth grade from state education records showed that the children randomly assigned to attend pre-K had lower state achievement test scores in third through sixth grades than control children, with the strongest negative effects in sixth grade. A negative effect was also found for disciplinary infractions, attendance, and receipt of special education services, with null effects on retention. The implications of these findings for pre-K policies and practices are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
随着政府资助的学前教育（pre-K）项目的扩大，调查其短期和长期效果至关重要。本文通过一项针对扩大规模、得到州政府支持的学前教育项目的影响的纵向随机对照研究，展示了研究结果。分析样本包括来自低收入家庭的 2990 名儿童，他们申请了全州超额报名的学前教育项目，并随机分配到入学机会或候补名单控制组。来自州教育记录的数据显示，随机分配上学前教育的儿童在三到六年级的州成就测试分数低于对照组儿童，六年级的负面影响最大。还发现了纪律违规、出勤和接受特殊教育服务方面的负面效应，对保留率没有影响。讨论了这些发现对学前教育政策和实践的影响。
