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Weighted instrumental-variable results show effect sizes of 0.24 for language, 0.44 for math, and 1.10 for emergent literacy, with domain differences suggesting emphasis beyond basic literacy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/state-prekindergarten-effects-on-early-learning-at-kindergarten-entry-an-analysis-of-eight-state-programs/589810/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/state-prekindergarten-effects-on-early-learning-at-kindergarten-entry-an-analysis-of-eight-state-programs/589810.png","ImageObject",300,407,{"name":42,"@type":43},"Cipher","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research design is used to estimate the effects of state preK programs?","Question",{"text":63,"@type":64},"The study uses a regression discontinuity design to estimate impacts of eight state-funded preK programs on children’s learning at kindergarten entry.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the main effect sizes reported across learning domains?",{"text":68,"@type":64},"Weighted average effect sizes are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy.",{"name":70,"@type":61,"acceptedAnswer":71},"Why do the authors recommend more rigorous evaluation?",{"text":72,"@type":64},"Because state preK programs appear to differ in their effects and domain-specific differences suggest the need to refine how evaluation is conducted and how recommendations are developed for future research.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589810,1792109508,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nApril-June 2018, Vol. 4, No. 2, pp. 1–16 DOI: 10. 1177/2332858418766291  \n© The Author(s) 2018. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nState Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs  \nW. Steven Barnett  \nKwanghee Jung  \nAllison Friedman-Krauss  \nEllen C. Frede  \nMilagros Nores  \nNational Institute for Early Education Research  \nRutgers University  \nJason T. Hustedt  \nUniversity of Delaware  \nCarollee Howes  \nUniversity of California, Los Angeles  \nMarijata Daniel-Echols  \nMichigan Public Health Institute  \nState-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children’s learning using a regression discontinuity design. These programs vary with respect to the population served, program design, and context. Weighted average effect sizes from instrumental variables analyses across these states are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills. State preK programs appear to differ in their effects. We offer recommendations for more rigorous, regular evaluation.  \nKeywords: state-funded prekindergarten, preK, preschool, regression discontinuity  \nState-funded prekindergarten (preK) programs are now established in 43 states and the District of Columbia (Barnett et al., 2017) that are home to more than 96% of the nation’s 3-and 4-year-olds. A primary goal of these state-funded preK programs is enhancing the learning and development of young children to better prepare them for school success. Rigorous studies have found that high-quality preK education programs can improve children’s learning and development in both the short and long term, but public preK programs have on average performed less well than researcher-designed model programs (Camilli, Vargas, Ryan, & Barnett, 2010; Duncan & Magnuson, 2013) . The extent to which today’s state preK programs produce the types and magnitudes of effects associated with persistent academic improvements in smaller-scale studies  \nremains unclear (Bailey, Duncan, Odgers, & Yu, 2017) .  \nThis study seeks to expand knowledge about contemporary public preK by addressing four questions: What are the impacts of eight diverse state-funded preK programs on language, literacy, and mathematics? To what extent do effects vary across  \nthese outcomes and states? More tentatively, we ask if patterns across these states suggest any explanations for the observed variations. Finally, what practical advice for future research and evaluation can we offer based on an assessment of the strengthsand weaknesses in this study? Although our study examines only effects at kindergarten entry, these effects have some relevance for those concerned with longer-term outcomes. Some studies indicate that larger initial gains predict larger long-term gains, and initial gains for some skills may be more strongly associated with persistent gains (Bailey et al., 2017; Barnett & Frede, 2017; Hill, Gormley, & Adelstein, 2015).  \nOver the past 15 years, state-funded preK programs have more than doubled in size to enroll about 1.5 million children. Nearly one third of the nation’s 4-year-olds enroll in these programs, which primarily serve children at age 4 (Barnett et al., 2017) . Across states, programs vary greatly with respect to funding, eligibility criteria, and virtually every other program feature that can be regulated. The result is a wide range of structural (e.g., teacher  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([http://www.creativ","cbCaic1EmKR8powT","https://ap.wps.com/l/cbCaic1EmKR8powT","pdf",763171,16,"English","# Introduction\n## Study scope and questions\n# Methods and design\n## Regression discontinuity framework\n# Findings\n## Weighted effect sizes across domains and states\n# Implications\n## Recommendations for evaluation","[{\"question\":\"What research design is used to estimate the effects of state preK programs?\",\"answer\":\"The study uses a regression discontinuity design to estimate impacts of eight state-funded preK programs on children’s learning at kindergarten entry.\"},{\"question\":\"What are the main effect sizes reported across learning domains?\",\"answer\":\"Weighted average effect sizes are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy.\"},{\"question\":\"Why do the authors recommend more rigorous evaluation?\",\"answer\":\"Because state preK programs appear to differ in their effects and domain-specific differences suggest the need to refine how evaluation is conducted and how recommendations are developed for future research.\"}]","State Prekindergarten Effects on Early Learning at Kindergarten Entry - An Analysis of Eight State Programs | PDF",1792068172]