TY  - JOUR
AU  - Magnuson,Katherine A.
AU  - Ruhm,Christopher J.
AU  - Waldfogel,Jane
TI  - Does Prekindergarten Improve School Preparation and Performance?
JF  - National Bureau of Economic Research Working Paper Series
VL  - No. 10452
PY  - 2004
Y2  - April 2004
UR  - http://www.nber.org/papers/w10452
L1  - http://www.nber.org/papers/w10452.pdf
N1  - Author contact info:
Christopher J. Ruhm
Frank Batten School of
Leadership and Public Policy
University of Virginia
235 McCormick Rd.
P.O. Box 400893
Charlottesville, VA 22904-40893
Tel: 434-243-3729
E-Mail: ruhm@virginia.edu

Jane Waldfogel
Columbia University
School of Social Work
1255 Amsterdam Avenue
New York, NY  10027
E-Mail: jw205@columbia.edu
AB  - Prekindergarten programs are expanding rapidly, but to date, evidence on their effects is quite limited. Using rich data from Early Childhood Longitudinal Study, we estimate the effects of prekindergarten on children's school readiness. We find that prekindergarten increases reading and mathematics skills at school entry, but also increases behavioral problems and reduces self-control. Furthermore, the effects of prekindergarten on skills largely dissipate by the spring of first grade, although the behavioral effects do not. Finally, effects differ depending on children's family background and subsequent schooling, with the largest and most lasting academic gains for disadvantaged children and those attending schools with low levels of academic instruction.
ER  -