District-wide pre-k attendance rates increased modestly (1.5 percentage points) as full-day enrollment expanded, with Black students gaining 3 percentage points¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? As full-day pre-k enrollment grew more than threefold, overall district pre-k attendance rose by a statistically significant 1.5 percentage points, and Black students' attendance rose 3 percentage points, equivalent to five additional days in school. → Ehrlich 2021

Evidence¶

Ehrlich 2021¶

Ehrlich, S.B., Allensworth, E.M., & Tansey, J. (2021). Meeting families' needs: Attendance rates in full-day vs. half-day pre-k. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/meeting-families-needs

q2 · i? · causal · r2

District-wide CPS administrative data analysis, 2012-13 to 2015-16. The article reports a "statistically significant overall increase in pre-k attendance rates (1.5 percentage points"; Black students gained 3 percentage points, more than twice other groups, and EL and lowest-income-community students gained 2 points.

"the higher attendance rates of students enrolled in full-day pre-k contributed to a modest but statistically significant overall increase in pre-k attendance rates (1.5 percentage points"

Discussion¶

Related Claims¶

• The full-day vs. half-day attendance gap was largest for Black students, at about 4-5 percentage points — related
• Full-day pre-k enrollment grew substantially after the policy changes, tripling for Black, lowest-income, and mostly-Black-neighborhood students — related
• Four schools that converted half-day pre-k to full-day showed attendance about 4 percentage points higher than propensity-weighted comparison schools after expansion — related
• Students in full-day pre-k programs had significantly higher attendance rates than students in half-day programs across all study years — 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
• 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 — related
• Full-day pre-k funding significantly raised pre-k attendance at NLCI elementary schools relative to matched comparison schools — related