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Direct linkKelley Durkin; Mark W. Lipsey; Dale C. Farran; Sarah E. Wiesen – Developmental Psychology, 2022
As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short- and long-term effects. This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income…
Descriptors: Preschool Education, Low Income, Elementary School Students, Academic Achievement
