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State-specific research on state-funded programs

State Pre-K Evaluations

Response to The Early Learning Collaborative Act of 2013: Evaluation of the Operations and Effectiveness of the Program


December 2015
Allison Friedman-Krauss, Ph.D.

PEER’s report evaluating Mississippi’s Early Learning Collaborative Preschool Program relies on research that does not meet the high standards needed to reach valid conclusions regarding program effectiveness that is typically used to inform policy. Several limitations of the data and methodology are acknowledged in the report.

Fact Sheet: The Abbott Preschool Program Longitudinal Effects Study (APPLES)


December 2013

Beginning in the 2005-2006 school year, the seventh year of implementation of the high-quality pre-K program in New Jersey's Abbott districts, NIEER began a longitudinal study to measure learning gains from participating in Abbott pre-K.  At the time the study began, quality had risen but not yet to its current level, and 40,500 3- and 4-year-old children were served. This fact sheet presents key takeaways from NIEER's longitudinal study of the program quality and child outcomes.

Longitudinal Effects of the Arkansas Better Chance Program: Findings from First Grade through Fourth Grade


May 2013
Kwanghee Jung, W. Steven Barnett, Jason T. Hustedt, Jessica Francis

Arkansas’ state-funded preschool program has been found to have positive effects on children’s receptive vocabulary, math, and literacy.

Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up


March 2013
W. Steven Barnett, Kwanghee Jung, Min-Jong Youn, and Ellen C. Frede

The multi-year study of New Jersey’s Abbott Preschool Program shows that children in the state’s most disadvantaged communities who participate in the pre-K program make significant gains in literacy, language, math and science through 4th and 5th grade.

Improving Early Education Programs through Data-based Decision Making


February 2011

This NIEER working paper presents five options for studying the effectiveness of state-funded preschool education programs.

The New Mexico PreK Evaluation: Impacts From the Fourth Year (2008-2009) of New Mexico’s State-Funded PreK Program


November 2010

New Mexico’s children who attend the state-funded Pre-K program have been found to have achieved significant positive effects in vocabulary, math, and literacy skills at the beginning of kindergarten, according to the fourth in a series of annual reports by NIEER.

New Jersey Preschool Expansion Assessment Research Study (PEARS)


December 2009

The capacity and quality of non-Abbott child care centers, Head Start programs, and school district preschool programs across New Jersey are assessed in this study by NIEER.

The New Mexico PreK Evaluation: Results from the Initial Four Years of a New State Preschool Initiative


November 2009

This summary report on the initial phase of NIEER?s New Mexico PreKstudy finds significantly improved language, literacy, and math for the children who attended over children who did not and an estimated rate of return is $5 for every $1 invested.

Continued Impacts of New Mexico PreK on Children’s Readiness for Kindergarten: Results from the Third Year of Implementation


September 2009

NIEER's multi-year study shows that children who attended New Mexico PreK scored higher in early math, language, and literacy than children who did not attend the program.

The APPLES Blossom: Abbott Preschool Program Longitudinal Effects Study (APPLES), Preliminary Results through 2nd Grade


July 2009

An ongoing study of New Jersey’s pre-K program finds that attending the program reduces grade retention and improves language, literacy and math skills.