Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School
Corresponding Author
Kenneth A. Dodge
Duke University
Correspondence concerning this article should be addressed to Kenneth A. Dodge, Center for Child and Family Policy, Duke Box 90545, Durham, NC 27708-0545. Electronic mail may be sent to [email protected].Search for more papers by this authorCorresponding Author
Kenneth A. Dodge
Duke University
Correspondence concerning this article should be addressed to Kenneth A. Dodge, Center for Child and Family Policy, Duke Box 90545, Durham, NC 27708-0545. Electronic mail may be sent to [email protected].Search for more papers by this authorAbstract
North Carolina's Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61% non-Latinx White, 30% African American, 4% Latinx, 5% other). Student-level regression models with county and year fixed effects indicated significant positive impacts of each program on reading and math test scores and reductions in special education and grade retention in each grade. Effect sizes grew or held steady across years. Positive effects held for both high- and low-poverty families, suggesting spillover of effects to nonparticipating peers.
Supporting Information
Filename | Description |
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cdev12645-sup-0001-AppendixS1-S5.docxWord document, 71.6 KB |
Appendix S1. Descriptive Characteristics of Research Participants. Appendix S2. Linear Regression Model Results for Math Scores. Appendix S3. Linear Regression Models for Reading Scores. Appendix S4. Interaction Effects Between Free or Reduced Lunch Status and Smart Start (and More at Four) Funding Allocations on Math Test Scores in Grades 3, 4, and 5. Appendix S5. Group Means and Tests of Differences between Children Whose Birth County and Grade 3 School County Were the Same and Children Whose Birth County and Grade 3 School County Differed. |
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.
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