Early Opportunities and Fourth Grade Success - State Pre-K Funding, Quality, and Access on Student Achievement

Oct 15, 2026

Uploaded by acoobca

To ensure all children can succeed in school and beyond, states increasingly support and expand pre-kindergarten (pre-K) programs to improve outcomes and reduce disparities. Although research often finds positive short-term effects for specific programs, state pre-K designs and supports differ widely across the US, limiting cross-state comparisons. This study examines how structural features of pre-K programs relate to fourth-grade achievement gaps across all 50 states, focusing on ELA, state funding, quality standards, and access scope.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Early Opportunities and Fourth Grade Success

State Pre-K Funding, Quality, and Access on Student Achievement

Abstract and Key Findings

| education policy analysis
archives
A peer-reviewed, independent,
open access, multilingual journal

Arizona State University
| | --- | | Volume 30 Number 126 August 23, 2022 ISSN 1068-2341 | Early Opportunities and Fourth-Grade Success: State Pre-K Funding, Quality, and Access on Student Achievement Andrew Pendola Auburn University Ismael Muñoz Mayli Zapata & Maryellen Schaub The Pennsylvania State University United States Citation: Pendola, A., Munoz, I., Zapata, M., & Schaub, M. (2022) . Early opportunities and fourthgrade success: State pre-k funding, quality, and access on student achievement. Education Policy Analysis Archives, 30(126). [https://doi.org/10.14507/epaa.30.7144](https://doi.org/10.14507/epaa.30.7144) Abstract: To ensure all children can be successful in school and beyond, states have increasingly supported and expanded pre-kindergarten (pre-k) programs aimed and improving student outcomes and reducing disparities. While research has shown generally positive short-term outcomes for specific programs, state design and support for pre-k programs varies widely across the US, making cross-state comparisons difficult. As a means to better inform state policy decisions, this study assesses the relation between structural aspects of pre-k programs on fourth-grade student achievement and gaps across all 50 states. In assessing the relation of ELA achievement with state funding, standards of quality, and scope of access, we find that (1) state funding is associated with both increases in student achievement and reduced gaps, (2) the effect of funding is stronger in states that provide targeted pre-k access to low-income/at-risk students, and (3) legislated quality standards only improve overall achievement in states that provide universal access to pre-k. These results help identify how state policy structure may best be used to leverage achievement benefits for pre-k programs and reduce disparities. Keywords: early childhood education; achievement gaps; prekindergarten quality; prekindergarten funding Oportunidades tempranas y éxito en cuarto grado: Financiación estatal de prekínder, calidad y acceso al rendimiento estudiantil Resumen: Para garantizar que todos los niños puedan tener éxito en la escuela y más allá, los estados han apoyado y ampliado cada vez más los programas de prejardín de infantes destinados a mejorar los resultados de los estudiantes y reducir las disparidades. Si bien la investigación ha mostrado resultados generalmente positivos a corto plazo para programas específicos, el diseño y el apoyo estatal para los programas de prekínder varía ampliamenteen los EE. UU. , lo que dificulta las comparaciones entre estados. Como un medio para informar mejor las decisiones de política estatal, este estudio evalúa la relación entre los aspectos estructurales de los programas de prekínder en el rendimiento de los estudiantes de cuarto grado y las brechas en los 50 estados. Al evaluar la relación del rendimiento en ELA con el financiamiento estatal, los estándares de calidad y el alcance del acceso, encontramosque (1) el financiamiento estatal está asociado con aumentos en el rendimiento estudiantil ybrechas reducidas, (2) el efecto del financiamiento es más fuerte en estados que brindanacceso a prekínder específico para estudiantes de bajos ingresos/en riesgo, y (3) losestándares de calidad legislados solo mejoran el rendimiento general en los estados que brindan acceso universal a prekínder. Estos resultados ayudan a identificar cómo se puede utilizar mejor la estructura de la política estatal para aprovechar los beneficios de logro para los programas de prekínder y reducir las disparidades. Palabras clave: educación de la primera infancia; brechas de logros; calidad de prekínder; financiación de prekínder Oportunidades iniciais e sucesso na quarta série: Financiamento estadual pré-K, qualidade e acesso ao desempenho do aluno Resumo: Par

FAQs

How does this study connect state pre-K program structure to student achievement?

It assesses the relationship between structural aspects of pre-K programs and fourth-grade achievement outcomes across all 50 states, emphasizing ELA performance and achievement gaps.

What is the main finding about state funding and student achievement?

State funding is associated with increased student achievement and reduced achievement gaps.

When do legislated quality standards improve outcomes?

Quality standards improve overall achievement only in states that provide universal access to pre-K.

Oct 15, 2026

Uploaded by acoobca