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Synergistic Impacts of Expansions in Pre-K Access and School Funding on Student Achievement: Evidence from California's Transitional Kindergarten Rollout

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  • Rucker C. Johnson

Abstract

This paper investigates the extent to which expansions in public pre-K and increases in K12 funding improve student learning trajectories and narrow achievement gaps. I link school- and student-level information on public preschool participation with longitudinal student data for all public school students in California. The research design exploits Transitional Kindergarten's (TK's) age eligibility cutoffs and the 2013–2019 staggered implementation of California's school funding reform. This quasi-experimental variation is combined to investigate interactive effects between TK attendance and school resources in elementary school. I find positive synergistic effects of TK and elementary school spending on math and reading achievement.

Suggested Citation

  • Rucker C. Johnson, 2024. "Synergistic Impacts of Expansions in Pre-K Access and School Funding on Student Achievement: Evidence from California's Transitional Kindergarten Rollout," AEA Papers and Proceedings, American Economic Association, vol. 114, pages 467-473, May.
    • Handle: RePEc:aea:apandp:v:114:y:2024:p:467-73
    DOI: 10.1257/pandp.20241079
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    More about this item

    JEL classification:

    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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