ArticleChild development2017
Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children.
Article in Child development, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
9 citing papers in PubMed.
- Middle School Academic Outcomes Related to Timing of English Language Acquisition in Dual Language Learners.Behavioral sciences (Basel, Switzerland) · 2025Article
- Direct and Indirect Impacts of Voluntary Pre-Kindergarten on Kindergarten Readiness and Achievement.Early childhood education journal · 2022Article
- Preparing Students for Success: Differential Outcomes by Preschool Experience in Baltimore City, Maryland.Prevention science : the official journal of the Society for Prevention Research · 2020Article
- Early Childhood Education Programs as Protective Experiences for Low-Income Latino Children and Their Families.Adversity and resilience science · 2020Article
- Preschool Self-Regulation and Preacademic Skills as Mediators of the Long-Term Impacts of an Early Intervention.Child development · 2019Article
- A scoping review of mental health prevention and intervention initiatives for infants and preschoolers at risk for socio-emotional difficulties.Systematic reviews · 2019Article
- THE PERSISTENCE OF PRESCHOOL EFFECTS FROM EARLY CHILDHOOD THROUGH ADOLESCENCE.Journal of educational psychology · 2018Article
- Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center-based care 4 years earlier. The sustained associations between public school pre-K (vs. center-based care) and third-grade outcomes were mediated by children's kindergarten entry preacademic and social-behavioral skills, and among English-language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.