ArticleAERA open
Associations Between Public Preschool Attendance and Third Grade School Outcomes: Are There Lasting Benefits in a Post-COVID-19 Environment?
Article in AERA open. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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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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0 citing papers in PubMed.
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Authors and funding
6 authors.
Funding
Abstract
Using newly available data from Tulsa, Oklahoma-home of a renowned and much-studied universal public preschool program-we investigated associations between public preschool attendance and a wide range of third grade school administrative outcomes collected in the post-COVID-19 era. We explored associations between preschool attendance and school outcomes in our full sample of students (all of whom were from low-income households) as well as in our sizable subsample of dual language learners. Public preschool was unrelated to state standardized test scores, grade retention, and special education status. However, for dual language learners only, public preschool attendance predicted substantial reductions in third grade (post-COVID-19) absenteeism. Given skyrocketing rates of absenteeism when schools reopened after COVID-19-rates that are especially large for students from low-income and minoritized backgrounds such as those in our sample-these results hold special importance and may suggest a potentially overlooked response to a rising problem.
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