Chicago pre-k policy changes expanding full-day pre-k access were related to more favorable second-grade math test scores and academic grades for most student groups¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For most student groups, the pre-k policy changes were related to more favorable early elementary math test scores and academic grades. → Connors 2021

Evidence¶

Connors 2021¶

Connors, M., Ehrlich, S., Stein, A., Francis, J., Easton, J., & Kabourek, S. (2021). A path to equity: From expanded pre-k access to success in elementary school. Chicago, IL: NORC at the University of Chicago. https://consortium.uchicago.edu/publications/a-path-to-equity

q2 · i? · associational · r?

The report's key-findings summary states the district-level policy analysis found that "the pre-k policy changes were related to more favorable early elementary math test scores and academic grades" for most student groups. No effect sizes or test statistics are printed in the supplied text.

"For most student groups, the pre-k policy changes were related to more favorable early elementary math test scores and academic grades."

Discussion¶

Related Claims¶

• Improved second-grade outcomes were related to pre-k policy changes through greater access to full-day pre-k and subsequently improved kindergarten entry skills — related
• The pathway from full-day pre-k to better second-grade outcomes was especially strong among Black students, lowest-income students, and students living in mostly-Black neighborhoods — related
• Pre-k policy changes were associated with higher second-grade reading test scores for Black students and students in the lowest-income group — related
• Thoughtfully designed expanded learning time and opportunities are associated with positive academic and nonacademic outcomes, with the best-designed studies showing the strongest effects — related
• Full-day pre-k enrollment grew substantially after the policy changes, tripling for Black, lowest-income, and mostly-Black-neighborhood students — related
• After the policy changes, students lived on average 0.6 miles closer to a school with full-day pre-k, with the largest gains for high-priority groups — related
• District-wide pre-k attendance rates increased modestly (1.5 percentage points) as full-day enrollment expanded, with Black students gaining 3 percentage points — related