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The role of elementary school quality in the persistence of preschool effects

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  • Ansari, Arya
  • Pianta, Robert C.

Abstract

Long-term evaluations of preschool programs have yielded mixed findings regarding the persistence of preschool effects. Data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998 (n = 15,070) were used to estimate the extent to which the academic benefits of preschool persist as a function of the quality of the elementary school children subsequently experience. Results from propensity score models revealed that the academic benefits of preschool were largely sustained through the end of fifth grade when children subsequently attended a high quality elementary school. In contrast, less than one quarter of these benefits persisted when children attended a low quality elementary school. Taken together, these results point to the role of elementary schools in maintaining the long-term academic benefits of preschool.

Suggested Citation

  • Ansari, Arya & Pianta, Robert C., 2018. "The role of elementary school quality in the persistence of preschool effects," Children and Youth Services Review, Elsevier, vol. 86(C), pages 120-127.
    • Handle: RePEc:eee:cysrev:v:86:y:2018:i:c:p:120-127
    DOI: 10.1016/j.childyouth.2018.01.025
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    References listed on IDEAS

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    2. Aguiar, Ana Lúcia & Aguiar, Cecília, 2020. "Classroom composition and quality in early childhood education: A systematic review," Children and Youth Services Review, Elsevier, vol. 115(C).
    3. Gensowski, Miriam & Landerso, Rasmus & Dale, Philip & Hojen, Anders & Justice, Laura & Bleses, Dorthe, 2024. "Public and Parental Investments, and Children's Skill Formation," IZA Discussion Papers 16956, Institute of Labor Economics (IZA).

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