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April 27, 2009 HCRC Mini-Conference: Promoting Child Health and Wellbeing

One Year of Preschool or Two: Does it Matter for Long-term Outcomes ?. Irma Arteaga, Sarah Humpage, Arthur Reynolds & Judy Temple University of Minnesota. April 27, 2009 HCRC Mini-Conference: Promoting Child Health and Wellbeing. State Public Preschool: Percent of National Population Enrolled.

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April 27, 2009 HCRC Mini-Conference: Promoting Child Health and Wellbeing

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  1. One Year of Preschool or Two: Does it Matter for Long-term Outcomes ? Irma Arteaga, Sarah Humpage, Arthur Reynolds & Judy Temple University of Minnesota April 27, 2009 HCRC Mini-Conference: Promoting Child Health and Wellbeing

  2. State Public Preschool: Percent of National Population Enrolled Source: National Institute for Early Education Research (NIEER). The state of preschool 2007. Yearbook.

  3. MN Preschool Enrollment, 2008 Source: National Institute for Early Education Research (NIEER) and American Community Survey.

  4. Policy Issues • Policies on 1 versus 2 years of preschool vary by state. • There is evidence that some preschool is better than none. • Studies have found that a second year of preschool has short-term effects beyond one year: • Head Start (Ritblatt et al., 2001)  children scored higher on the intellectual-cultural and active-recreation outcomes, parents read significantly more often to their children. • Abbott (Barnett and Lamy, 2006)  increase in children’s scores on vocabulary at the beginning of kindergarten. • ECLS-K (Loeb et al., 2007 )  increase in children’s scores on reading and math at kindergarten.

  5. Research Questions • What is the effect of a 2nd year of preschool on early school adjustment over and above the first year? • Does the effect of a 2nd year of preschool persist into adolescence and adulthood? • 3. Does the impact of a 2nd year vary by child, family, and program characteristics?

  6. Chicago Longitudinal Study • Follows a single cohort of 1,539 children. • The treatment group was composed of 989 children who graduated from the Chicago Child-Parent Centers. Centers are located in the highest poverty areas of Chicago. • A comparison group of 550 children also received Title 1 services, which consisted of all-day kindergarten rather than the CPC preschool.

  7. Child-Parent Centers • Title I funded. • Serves children at risk of school failure • Educational and family-support services. • Teachers have bachelor’s degrees and are certified in early childhood education. • Reduced class sizes. Ratio is 17 to 2. • Intensive parent program.

  8. Methodology:Quasi-experimental design • Selection into program • Dosage

  9. Propensity Score Weighting (PSW) to address selection bias • Controls for confounding: characteristics that determine treatment and outcomes • The PSW estimator creates a reweighted data set that better resembles a randomized experiment. Implementation Step 1: Estimate the probability of being assigned to the 0, 1 or 2 group. Step 2: Use these estimated probabilities to construct the weight Step 3: Estimate the outcome equation weighting by PSW.

  10. With and Without PSW Correction Note: For all results, *** p<0.001, ** p<0.01, * p<0.05; + p<.10.

  11. CLS: Readiness & Reading (at/above national average) Note: *** p<0.001, ** p<0.01, * p<0.05; + p<.10.

  12. Parent involvement (5-point scale) Note: For all results, *** p<0.001, ** p<0.01, * p<0.05; + p<.10.

  13. Grade Retention(cumulative)

  14. Special Education(cumulative)

  15. Juvenile Outcomes

  16. Adult Crime

  17. Education Attainment

  18. Occupation and Socioeconomic Status

  19. By Mother’s Education

  20. By Mother’s Education

  21. Conclusions • A second year of preschool increases levels of school readiness and early achievement • A second year of preschool has significant effects on grade retention and special education; these can be of greater magnitude than the first year’s. • A second year of preschool has lasting effects on behavioral outcomes (juvenile and adult crime) but not on educational attainment. • The positive effects of a second year are greater and more significant for more disadvantaged children. • The use of PSW on dose-response interventions is a versatile approach to bias reduction and can be widely used in other situations.

  22. Policy Implications • If the goal of preschool is school readiness and early achievement, two years are better than one. • If the goal is enhancing long-term outcomes, the effects of two years are more mixed, but preventive effects were found for child maltreatment and juvenile arrest. • Facing budget constraints, results suggest that resources should be targeted to disadvantaged children. • For optimal effectiveness, interventions that extend beyond preschool are important to consider in policy decisions.

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