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This study tests sustained associations between preschool attendance and repeatedly measured, directly assessed language and math skills, separating public pre-K and Head Start. Using propensity score weighting on Tulsa, OK data (N=689), third-grade numeracy is stronger for preschool attendees, while language and literacy show weaker evidence and no differences by program type.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/public-preschool-predicts-stronger-third-grade-academic-skills/590217/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/public-preschool-predicts-stronger-third-grade-academic-skills/590217.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about preschool attendance?","Question",{"text":112,"@type":113},"It examines whether attending public preschool is associated with sustained, third-grade language and math skills measured directly and repeatedly from earlier grades.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were preschool attendees compared with nonattendees?",{"text":117,"@type":113},"The study uses propensity score weighting to compare children who attended school-based pre-K or Head Start with children who did not attend preschool.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings for third-grade outcomes?",{"text":121,"@type":113},"Preschool attendees outperformed nonattendees on third-grade numeracy. Evidence for sustained advantages in language and literacy was weaker, and there was no evidence that effects differed by preschool program.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590217,1792165711,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–16 DOI: 10. 1177/23328584231223477  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nPublic Preschool Predicts Stronger Third-Grade Academic Skills  \nAnna D. Johnson  \nGeorgetown University  \nAnne Partika  \nSRI International  \nAnne Martin  \nIan Lyons  \nGeorgetown University  \nSherri Castle  \nChild Trends  \nDeborah A. Phillips  \nGeorgetown University  \nThe Tulsa SEED Study Team*  \nPublic preschool boosts academic skills in kindergarten, but little is known about whether that boost lasts to third grade because many studies stop directly assessing children after kindergarten. The current study tests for sustained associations between preschool attendance and an array of repeatedly measured, directly assessed language and math skills; we do this separately for public pre-K and Head Start, the two major publicly funded preschool programs. We draw on a large, racially diverse sample of children from families with low incomes in Tulsa, OK (N = 689, Mage at 3rd = 8.5 years). Using propensity score weighting, we compare children who attended school-based pre-KorHead Start to those who did not attend preschool. Both school-based pre-K and Head Start attenders outperformed preschool nonattenders on numeracy in third grade. There was weaker evidence of a sustained preschool advantage on language and literacy skills, and no evidence that associations differed by preschool program.  \nKeywords: child development, early childhood, econometric analysis, Head Start, low-income poverty, pre-k, public preschool, regression analyses  \nThere is wide agreement that public preschool attendance has an immediate positive effect—measured at the end of preschool or the start of kindergarten—on children’s language, literacy, and math skills (Phillips et al., 2017) . This consensus is based on a wealth of studies of scaled-up contemporary public preschool programs in Boston, MA; Tulsa, OK; Tennessee; New Mexico; New Jersey; Georgia; North Carolina; and Virginia (e.g., Ansari et al., 2020; Gormley et al., 2008; Henry et al., 2006; Hustedt et al., 2021; Jenkins et al., 2016; Johnson et al., 2023; Lipsey et al., 2018; McCormick et al., 2021; Peisner-Feinberg & Schaaf, 2011; Weiland & Yoshikawa, 2013), as well as several multistate  \npre-K studies (Barnett et al., 2018; Wong et al., 2008) and the national evaluation of Head Start (Puma et al., 2012) .  \nWhere debate continues, however, is around whether preschool benefits to academic skills are sustained after children leave kindergarten and progress through elementary school. This is in part because the evidence on longer-term outcomes has been—and continues to be—sparser (Phillips et al., 2017) . The majority of the studies listed that found immediate positive effects of preschool stopped following children after kindergarten. Several of these picked up again with state standardized test scores in third grade—the first time such tests are administered—and documented significant positive effects  \n*The Tulsa SEED Study Team also includes Dr. Diane Horm, Dr. Gigi Luk, April Dericks, Dr. Jane Hutchison, Dr. Owen Schochet, and Anna Wright.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nJohnson et al.  \nof preschool on language (Barnett et al., 2013; Dodge et al., 2016) a","cbCaiuKZyIrHRX0x","https://ap.wps.com/l/cbCaiuKZyIrHRX0x","pdf",578733,16,"English","# Background\n## Immediate preschool benefits and the evidence gap\n# Study design and sample\n## Preschool types and comparison approach\n# Results\n## Sustained numeracy gains and limited language literacy effects\n# Implications\n## Need for repeated direct assessments through early elementary grades","[{\"question\":\"What does the study examine about preschool attendance?\",\"answer\":\"It examines whether attending public preschool is associated with sustained, third-grade language and math skills measured directly and repeatedly from earlier grades.\"},{\"question\":\"How were preschool attendees compared with nonattendees?\",\"answer\":\"The study uses propensity score weighting to compare children who attended school-based pre-K or Head Start with children who did not attend preschool.\"},{\"question\":\"What were the key findings for third-grade outcomes?\",\"answer\":\"Preschool attendees outperformed nonattendees on third-grade numeracy. Evidence for sustained advantages in language and literacy was weaker, and there was no evidence that effects differed by preschool program.\"}]","Public Preschool Predicts Stronger Third-Grade Academic Skills | PDF",1792069093]