title: Variation in impacts of Tulsa pre-K on cognitive development in kindergarten: The role of instructional support.
abstract: Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies have explored factors that might explainvariationacross schools in public pre-K impacts. The current study examines the Tulsa Public School pre-K program's impacts on children's letter-word identification, spelling, and applied problem-solving skills at kindergarten entry. Findings reveal substantial across-school variation in treatment impacts, associated with variation in instructional support. Results are robust to sensitivity checks and are discussed alongside implications for policy and future research. (PsycINFO Database Record
authors.affiliation: Department of Psychology, Georgetown University.
authors.forename: Anna D
authors.initials: AD
authors.lastname: Johnson
authors.affiliation: Department of Psychology, Georgetown University.
authors.forename: Anna J
authors.initials: AJ
authors.lastname: Markowitz
authors.affiliation: McCourt School of Public Policy, Georgetown University.
authors.forename: Carolyn J
authors.initials: CJ
authors.lastname: Hill
authors.affiliation: Department of Psychology, Georgetown University.
authors.forename: Deborah A
authors.initials: DA
authors.lastname: Phillips
mesh_terms: D001288:Attention / Q000502:physiology; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D003071:Cognition / Q000502:physiology*; D003216:Conditioning, Operant / Q000502:physiology*; D018479:Early Intervention, Educational; D005260:Female; D006801:Humans; D007802:Language; D008297:Male; D009483:Neuropsychological Tests; D012111:Residence Characteristics; D012189:Retrospective Studies; D014706:Verbal Learning