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¶

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? Across all student groups, 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. → 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 section describes a pathway analysis in which policy changes operated "through greater access to full-day pre-k, and subsequently improved kindergarten entry skills," linking access to later second-grade outcomes. No effect sizes are printed.

"Across all student groups, 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."

Discussion¶

Related Claims¶

• 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 enrollment grew substantially after the policy changes, tripling for Black, lowest-income, and mostly-Black-neighborhood students — related
• No statistically significant links between district kindergarten offerings or PreK4 programming and kindergarten math growth — related
• Full-day pre-k attendance is associated with stronger pre-k attendance and kindergarten readiness in English language development and early literacy for ELs — 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
• Enrolling in CPS pre-k before age four is associated with stronger kindergarten readiness in English language development and early reading for ELs — 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