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. 2017 Sep;88(5):1743-1756.
doi: 10.1111/cdev.12663. Epub 2016 Dec 6.

Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children

Arya Ansari  1 , Michael Lόpez  2 , Louis Manfra  3 , Charles Bleiker  4 , Laura H B Dinehart  4 , Suzanne C Hartman  5 , Adam Winsler  6
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Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children

Arya Ansari et al. Child Dev. 2017 Sep.

Abstract

This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center-based care 4 years earlier. The sustained associations between public school pre-K (vs. center-based care) and third-grade outcomes were mediated by children's kindergarten entry preacademic and social-behavioral skills, and among English-language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed.

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