Does Prekindergarten Improve School Preparation and Performance?

Katherine A. Magnuson, Christopher Ruhm and Jane Waldfogel

No 10452, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: Prekindergarten programs are expanding rapidly, but to date, evidence on their effects is quite limited. Using rich data from Early Childhood Longitudinal Study, we estimate the effects of prekindergarten on children's school readiness. We find that prekindergarten increases reading and mathematics skills at school entry, but also increases behavioral problems and reduces self-control. Furthermore, the effects of prekindergarten on skills largely dissipate by the spring of first grade, although the behavioral effects do not. Finally, effects differ depending on children's family background and subsequent schooling, with the largest and most lasting academic gains for disadvantaged children and those attending schools with low levels of academic instruction.

JEL-codes: I20 J13 (search for similar items in EconPapers)
Date: 2004-04
New Economics Papers: this item is included in nep-edu and nep-ure
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Published as Magnuson, Katherine A. & Ruhm, Christopher & Waldfogel, Jane, 2007. "Does prekindergarten improve school preparation and performance?," Economics of Education Review, Elsevier, vol. 26(1), pages 33-51, February.

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Journal Article: Does prekindergarten improve school preparation and performance? (2007)
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