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This study examines quality gaps in public pre-K between poor/minority students and non-poor/non-minority peers using classroom observational measures and finds sizable differences that persist even after adjusting for classroom characteristics. The analysis also identifies substantial between-state variation and links state-level quality gaps to residential segregation, raising concerns about minimizing inequality.",{"@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/will-public-pre-k-really-close-achievement-gaps-early-childhood-education-research-paper/590604/",{"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/will-public-pre-k-really-close-achievement-gaps-early-childhood-education-research-paper/590604.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper question the impact of public pre-K on achievement gaps?","Question",{"text":112,"@type":113},"The paper argues that achievement gaps are less likely to close if poor and/or minority children do not attend pre-K of comparable quality to their non-poor/non-minority peers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the study find about quality gaps in public pre-K?",{"text":117,"@type":113},"Large “quality gaps” are found between poor/minority and non-poor/non-minority students, and significant gaps remain even after adjusting for classroom characteristics.",{"name":119,"@type":110,"acceptedAnswer":120},"How are state-level quality gaps related to other factors?",{"text":121,"@type":113},"The paper reports substantial between-state variation and finds that state-level quality gaps are related to state-level residential segregation, suggesting broader structural influences.","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},590604,1792073184,{"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":44,"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":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","American Educational Research Journal February 2018, Vol. 55, No. 1, pp. 79–116 DOI: 10.3102/0002831217732000  \n􀀂 2017 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nWill Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality Between Students and Across States  \nRachel Valentino  \nStanford University  \nPublicly funded pre-K is often touted as a means to narrow achievement gaps, but this goal is less likely to be achieved if poor and/or minority children do not, at a minimum, attend equal quality pre-K as their non-poor, non-minority peers. In this paper, I find large ‘‘quality gaps’’ in public pre-K between poor, minority students and non-poor, non-minority students, ranging from 0.3 to 0.7 SD on a range of classroom observational measures. I also find that even after adjusting for several classroom characteristics, significant and sizable quality gaps remain. Finally, Ifind much between-state variation in gap magnitudes and that state-level quality gaps are related to state-level residential segregation. These findings are particularly troubling ifa goal of public pre-K is to minimize inequality.  \nKEYWORDS: early childhood education, public pre-K, classroom quality, achievement gaps, segregation  \nBy the time children first enter kindergarten, there are already large gaps  \nin achievement between students of different racial, socioeconomic, and language backgrounds. More specifically, achievement gaps between Black and Hispanic children and their White peers and between children from lower socioeconomic backgrounds and their higher socioeconomic counterparts are about two-thirds of a standard deviation at the start of kindergarten (Duncan & Magnuson, 2005; Loeb & Bassok, 2008; Reardon & Portilla, 2016; Reardon & Robinson, 2008)—the equivalent of about three years of learning in later grades. Further, gaps between dual language learners (DLL)1 and  \nRACHEL VALENTINO is a consultant who works with large education and other public and social sector clients; e-mail: [rsans130@gmail.com](rsans130@gmail.com. Her)[. Her](rsans130@gmail.com. Her) research primarily focuses on studying the effects of early childhood education policies and practices on a variety of child outcomes, with a particular focus on the measurement and implications of high-quality instructional approaches for English learners and racially and socioeconomically underrepresented children.  \nValentino  \ntheir native English-speaking peers are as large as a standard deviation in early elementary grades (Reardon & Galindo, 2009) .  \nPublicly funded prekindergarten has long been touted as a means to bolster disadvantaged children’s academic skills to reduce gaps in achievement before children enter kindergarten. The hope is that it will prevent‘‘at-risk’’ children from falling further behind their peers in later grades (Camilli, Vargas, Ryan, & Barnett, 2010; Lee & Burkam, 2002; Pianta & Howes, 2009) . There are three ways that public pre-K might help to narrow achievement gaps: (a) if pre-K quality experienced by poor and/or minority students is higher, on average, than that of non-poor, non-minority students;(b) if, despite equal levels of quality, poor and/or minority students benefit more from pre-K; and/or (c) if public pre-K is disproportionally attended or attended for more years by poor and minority students. This paper focuses primarily on investigating the first possibility, whether publicly funded pre-Kis of equal or higher quality for poor and/or minority children compared topre-K instruction received by their non-poor, non-minority peers.  \nOverwhelmingly, research indicates that the highest quality programs yield the largest benefits for children (e.g., LoCasale-Crouch et al., 2007; Mashburn et al., 2008), especially for children of disadvantaged backgrounds (Garces, Thomas, & Currie 2002; Magnuson, Ruhm, & Waldfogel, 2007) . While this is good news, as it indicates that there are levers that can be manipulated to improve ","cbCaiqidJQgBiSVs","https://ap.wps.com/l/cbCaiqidJQgBiSVs","pdf",759208,38,"English","# Study Background\n## Purpose and Theoretical Pathways\n# Measurement Approach\n## Classroom Process and Structure Indicators\n# Key Findings\n## Quality Gaps Between Groups\n## Persistence After Adjustments\n## Variation Across States\n# Explanatory Factors\n## Program Expansion, Spending, and Segregation","[{\"question\":\"Why does the paper question the impact of public pre-K on achievement gaps?\",\"answer\":\"The paper argues that achievement gaps are less likely to close if poor and/or minority children do not attend pre-K of comparable quality to their non-poor/non-minority peers.\"},{\"question\":\"What does the study find about quality gaps in public pre-K?\",\"answer\":\"Large “quality gaps” are found between poor/minority and non-poor/non-minority students, and significant gaps remain even after adjusting for classroom characteristics.\"},{\"question\":\"How are state-level quality gaps related to other factors?\",\"answer\":\"The paper reports substantial between-state variation and finds that state-level quality gaps are related to state-level residential segregation, suggesting broader structural influences.\"}]","Will Public Pre-K Really Close Achievement Gaps - Early Childhood Education Research Paper | PDF",1792070021,96]