Open AccessPreparing Students for Success: Differential Outcomes by Preschool Experience in Baltimore City, Maryland
Author(s) -
Stacey Williams,
Clara B. Barajas,
Adam J. Milam,
Linda Steffel Olson,
Philip J. Leaf,
Faith Connolly
Publication year - 2019
Publication title -
prevention science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.785
H-Index - 85
eISSN - 1573-6695
pISSN - 1389-4986
DOI - 10.1007/s11121-019-01069-3
Subject(s) - disadvantaged , head start , health psychology , public health , psychological intervention , psychology , medicine , early childhood education , gerontology , family medicine , developmental psychology , nursing , political science , law
An early adopter of public preschool (i.e., pre-kindergarten, "pre-k"), evidence from Baltimore City, Maryland, can provide insight for those working to improve access to early education opportunities. We followed a cohort of children entering kindergarten in Baltimore City Public Schools during the 2007-2008 year through the 2010-2011 academic year. Students were grouped by pre-k experience: public pre-k (n = 2828), Head Start (n = 839), Head Start plus public pre-k (n = 247), private pre-k (n = 993), or informal care (n = 975). After adjusting for individual- and school-level characteristics, students from the Head Start plus public pre-k group were the most likely to enter kindergarten with the foundational skills and behaviors needed to be successful (vs. all groups, P ≤ .001). Students in informal care were the least likely to enter kindergarten with this skillset (vs. all pre-k groups P ≤ .001). Children from informal care were also significantly more likely than all other groups to be chronically absent in kindergarten (P ≤ .001). By third grade, children from informal care were least likely to be reading on grade level and most likely to have been retained a grade (vs. all pre-k groups P ≤ .001). Children from disadvantaged populations who were not enrolled in pre-k faced significant difficulties keeping up with their peers throughout elementary school; interventions to improve their transition to school and increase their likelihood of academic success are warranted. Universal preschool is likely to improve education outcomes for children in urban areas.