Trial reportDevelopmental psychology2022
Effects of a statewide pre-kindergarten program on children's achievement and behavior through sixth grade.
Trial report in Developmental psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 1 of them a synthesis that pooled it.
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
15 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Fadeout and persistence of intervention impacts on social-emotional and cognitive skills in children and adolescents: A meta-analytic review of randomized controlled trials.Psychological bulletin · 2024Pooled it
- A national randomized controlled trial of the impact of public Montessori preschool at the end of kindergarten.Proceedings of the National Academy of Sciences of the United States of America · 2025Trial
- The safety net and child health and well-being: evidence from the United States and the United Kingdom.Fiscal studies · 2025Article
- Promoting Parental Loyalty Through Social Responsibility: The Role of Brand Trust and Perceived Value in Chinese Kindergartens.Behavioral sciences (Basel, Switzerland) · 2025Article
- Much Hypothesized, Rarely Tested: Public Preschool Attendance Predicts Executive Functioning Skills in 3Applied developmental science · 2024Article
- Understanding Heterogeneity in the Impact of Public Preschool Programs.Monographs of the Society for Research in Child Development · 2023Article
- Skill building in early care and education programs.The Annals of the American Academy of Political and Social Science · 2023Article
- Measuring impact of New Mexico prekindergarten on standardized test scores and high school graduation using propensity score matching.International journal of child care and education policy · 2023Article
- Entering Kindergarten After Years of Play: A Cross-Case Analysis of School Readiness Following Play-Based Education.Early childhood education journal · 2022Article
- Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates.New directions for child and adolescent development · 2022Review
- Children's Evolved Learning Abilities and Their Implications for Education.Educational psychology review · 2022Article
- Article
- Article
- A randomized controlled trial of HighScope's teacher professional learning on preschoolers' executive function skills.Early childhood research quarterlyArticle
- Piecing together the puzzle: A mixed methods study of the Abecedarian Intervention.Early childhood research quarterlyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
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 families who applied to oversubscribed pre-K program sites across the state and were randomly assigned to offers of admission or a wait list control. Data through sixth grade from state education records showed that the children randomly assigned to attend pre-K had lower state achievement test scores in third through sixth grades than control children, with the strongest negative effects in sixth grade. A negative effect was also found for disciplinary infractions, attendance, and receipt of special education services, with null effects on retention. The implications of these findings for pre-K policies and practices are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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.