ArticleJournal of applied developmental psychology
Effects of North Carolina's Pre-Kindergarten Program at the End of Kindergarten: Contributions of School-Wide Quality.
Article in Journal of applied developmental psychology. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 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.
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Who cites it
4 citing papers in PubMed.
- Much Hypothesized, Rarely Tested: Public Preschool Attendance Predicts Executive Functioning Skills in 3Applied developmental science · 2024Article
- High school quality is associated with cognition 58 years later.Alzheimer's & dementia (Amsterdam, Netherlands)Article
- Can the Sustaining Environments Hypothesis Be Sustained? Testing Moderation of Sustained Public Preschool Benefits by Kindergarten Classroom Quality.Early childhood research quarterlyArticle
- Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina.Child developmentArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
The positive effects of pre-kindergarten (pre-K) programming may be enhanced in later grades for children who subsequently experience high-quality educational environments in elementary school. The current study tested this hypothesis in relation to the effects of North Carolina's NC Pre-K program on child outcomes at the end of kindergarten, including language, literacy, mathematics, and working memory. Measures of elementary school quality were examined as moderators of the NC Pre-K effects, including school-wide academic proficiency and school-wide growth in academic achievement. We found no reliable effects of NC Pre-K participation for children attending elementary schools with average levels of quality. However, the positive effects of NC Pre-K participation on language and working memory skills were evident for children attending elementary schools with higher levels of academic proficiency and academic growth, respectively. No evidence of moderation was found in relation to literacy and mathematics skills.
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Registered trials
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