This study drew data from a randomized trial of a statewide prekindergarten program in Tennessee and presents new evidence on the impacts of preK on third-grade achievement using administrative data on children’s neighborhood environments. Results indicate that preK had no measurable impact on children’s third-grade math achievement regardless of children’s neighborhood conditions. However, preK significantly improved third-grade reading achievement for children living in high-poverty neighborhoods. The treatment effects on reading achievement were substantial: Among children living in high-poverty neighborhoods, those who took up an experimental assignment to attend preK scored over half a standard deviation higher on average than the control group in third grade. In contrast, preK enrollment had, if anything, a negative effect on third-grade reading achievement among children living in low-poverty neighborhoods. These differential effects were partially explained by alternative childcare options and contextual risk factors.
Effects of Sex, Third Grade Reading Achievement and Motivation as Predictors of Fourth Grade Reading Achievement of Hispanic Students: A Path Analysis