The role of elementary school quality in the persistence of preschool effects

Arya Ansari and Robert C. Pianta

Children and Youth Services Review, 2018, vol. 86, issue C, 120-127

Abstract: Long-term evaluations of preschool programs have yielded mixed findings regarding the persistence of preschool effects. Data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998 (n = 15,070) were used to estimate the extent to which the academic benefits of preschool persist as a function of the quality of the elementary school children subsequently experience. Results from propensity score models revealed that the academic benefits of preschool were largely sustained through the end of fifth grade when children subsequently attended a high quality elementary school. In contrast, less than one quarter of these benefits persisted when children attended a low quality elementary school. Taken together, these results point to the role of elementary schools in maintaining the long-term academic benefits of preschool.

Keywords: Preschool; Elementary school quality; Persistence; Academic achievement (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0190740917308277
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:86:y:2018:i:c:p:120-127

DOI: 10.1016/j.childyouth.2018.01.025

Access Statistics for this article

Children and Youth Services Review is currently edited by Duncan Lindsey

More articles in Children and Youth Services Review from Elsevier
Bibliographic data for series maintained by Catherine Liu ().