Working Paper: NBER ID: w10452
Authors: Katherine A. Magnuson; Christopher J. Ruhm; Jane Waldfogel
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.
Keywords: No keywords provided
JEL Codes: J13; I20; I28
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| prekindergarten attendance (I21) | reading skills (Y50) |
| prekindergarten attendance (I21) | mathematics skills (C02) |
| prekindergarten attendance (I21) | behavioral problems (D91) |
| prekindergarten attendance (I21) | self-control (D91) |
| disadvantaged background (I24) | academic gains from prekindergarten (A21) |
| low levels of academic instruction (A21) | academic gains from prekindergarten (A21) |