A new analysis conducted by a research team at Duke University examines the effects of two North Carolina early-childhood programs on students’ educational outcomes in elementary school.
The first, Smart Start (SS), is a state-funded early-childcare program focused on improving academic, social, and health outcomes from birth to age four. It’s open to all children in the state but, in practice, targets disadvantaged ones. The second, More at Four (MAF), is North Carolina’s state-funded pre-K program for at-risk four-year-olds, and aims to improve Kindergarten readiness.
Researchers analyzed state records and school enrollment data from North Carolina’s Education Research Data Center to estimate the impact of state funding for these programs on student outcomes through the end of elementary school (based on funding per county). Their sample was all children who attended a public school in the state between 1995 and 2012—really impressive in size. They also used a regression analysis and controlled for variables such as race, mother’s level of education, and prior test scores.
Outcomes of interest were math and reading scores based on end-of-grade standardized tests, special-education placements, and grade retention. Key questions were whether the program effects were positive, and whether they persisted or faded out by the end of elementary school.
The analysts found that SS allocations had a significant but marginally positive effect on students’ math and reading scores. MAF allocations were also significantly and positively associated with higher math scores and reading scores. Cumulatively, effects translated into about two to six months of additional learning gained for SS and MAF in both subjects.
They also found that average SS funding reduced the probability of students being placed in special education by 10 percent, and MAF funding reduced the possibility by up to a whopping 48 percent. Both programs slightly reduced the probability of grade retention by grade 5. Finally, when broken down by Free and Reduced-Price Lunch participants and non-participants, the effects remained positive for all students, but were stronger for lower-income students.
Overall, these findings indicate that North Carolina’s investment in early childhood programs is associated with improved educational outcomes for students in terms of math and reading scores, reductions in special education rates, and diminished incidence of grade retention. Importantly, these effects don’t appear to fade during the elementary grades. More research should, however, be conducted to assess whether benefits are sustained into middle and high school years, and how many resources might be saved by fewer students requiring special education services and grade retention.
Kenneth A. Dodge et al., "Impact of North Carolina’s Early Childhood Programs and Policies on Educational Outcomes In Elementary School," Duke Center for Child and Family Policy (November 2016).
