期刊名称：International Journal of Child Care and Education Policy
电子版ISSN：2288-6729
出版年度：2020
卷号：14
期号：1
页码：1-12
DOI：10.1186/s40723-020-00073-3
出版社：Springer Singapore
摘要：Preschool programs provide opportunities to improve early childhood educational outcomes as well as long-term outcomes, such as improved educational attainment, improved socioeconomic status, and improved health in adulthood.However, recent studies of long-term impacts have shown equivocal results, with some educational gains occurring immediately following participation in preschool that diminish or “fadeout” over time.The purpose of this study was to use multivariable linear regression and school fxed efects to determine the impact of Alabama’s First Class Pre-K (FCPK) program on reading and math profciency.In an efort to test for fadeout, a second multivariable linear regression was used with an additional interaction term of FCPK receipt with time since receipt, to assess for changes in the impact of FCPK as children progress from 3rd grade to 7th grade.Results indicate that children who received FCPK were statistically signifcantly more likely to be profcient in both math and reading compared to students who did not receive FCPK.Further, there was no statistical evidence of fadeout of the benefts of FCPK through the 7th grade, indicating the persistence of the benefts of FCPK into middle school.
关键词：Preschool; First Class Pre-K; Reading profciency; Math profciency; Fadeout
