Abstract

This study investigated the effect of Texas’ targeted prekindergarten program and its structural quality on measures of academic achievement and school progress through third grade. The study uses longitudinal administrative data for five cohorts of students to examine group differences between pre-K participants and eligible non-participants. Multivariate regression analysis is used to examine group differences on third grade achievement test scores, grade retention and placement in special education controlling for student and district characteristics. The effect was allowed to vary by pre-K participation and reason for program eligibility, providing important insight into the differential impact of the program on the targeted student populations. The use of district fixed effect models further enhanced confidence in the findings. A second model uses the district’s offer of treatment to investigate the potential impact of selection bias and uncovered no evidence to reduce confidence in the initial results. Finally, the study examined the effect of structural quality within the sample of pre-K participants and found a positive effect for students who participate in the program for two years vs. one. Findings demonstrate a positive and significant effect for a large scale state-funded prekindergarten program and add new insight to our understanding of the effect of program duration in addition to effects for targeted students.