Unsettled science on longer-run effects of early education.

More rigorous research is needed on how to design programs.

Can Peers Help Sustain the Positive Effects of an Early Childhood Mathematics Intervention?

Our study assessed whether the peer environment in kindergarten and first grade affected student learning following an early mathematics intervention. We leveraged longitudinal data from a cluster-RCT to examine whether math achievement in kindergarten (n = 1,218) and first grade (n = 1,126) was affected by either the share of high-achieving classmates or the proportion of classroom peers who received a preschool math curriculum intervention. Analyses indicated that exposure to treated peers in first grade, but not kindergarten, was significantly associated with small gains in end-of-year achievement. Some analyses also suggested that average peer math achievement was generally positively related to children's kindergarten and first-grade achievement across conditions, though these results were less robust. We did not find consistent evidence to suggest that the proportion of treated peers coincided with better teaching practices. Taken together, these findings suggest that classroom peer effects may play only a limited role in sustaining early intervention effects.

Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina.

This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina's NC Pre-K program during the previous year, compared to matched non-participants (N = 17,330; 42% African American, 40% Non-Hispanic White, 15% Hispanic; 51% male; Mage = 4.5 years at fall of pre-K). Kindergarten teacher quality was measured using a "value-added" approach. NC Pre-K participants outperformed non-participants in the fall of kindergarten (ß = .22) and 11% of this boost remained evident by the spring of kindergarten. Higher value-added teachers promoted the skill development of all children (ß = .30 in the spring) but did not differentially benefit the skill development of former NC Pre-K participants compared to non-participants.

Understanding Heterogeneity in the Impact of Public Preschool Programs.

We examine the North Carolina Pre-K (NC Pre-K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre-k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre-k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county-level funding for NC Pre-K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre-K funding was defined as the per-4-year-old-child state allocation of funds to a county in a year. Regression models included child-level and county-level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre-K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre-k experience, consistent with a compensatory model where pre-k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre-K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre-K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre-k scale-up and developmental theory are discussed.

Impacts of the COVID-19 pandemic on the child care sector: Evidence from North Carolina.

This study provides a comprehensive, census-level evaluation of the impacts of the COVID-19 pandemic on the county child care market in a large and diverse state, North Carolina, and the disproportionate impacts of the pandemic on different types of providers and communities. We use county-level panel data from 2016 to 2020 and a difference-in-differences design to isolate the effects of the pandemic from unobservable seasonal trends in enrollments and closures. We found that the COVID-19 pandemic reduced county-level child care enrollment by 40% and the number of providers by 2% as of December 2020. Heterogeneity analyses revealed that the family child care sector experienced not only less severe reductions in enrollment and closure than center providers, but also a small growth in the number of family providers. Declines in enrollment were most substantial for preschool-aged children. There was a significant drop in the number of 5-star providers and an increase in the number of lower-quality providers. Provider closures were more concentrated in communities with a higher percentage of Hispanic residents. Higher-SES communities experienced larger drops in enrollment as well as provider closures. Implications for child development and future research and policies are discussed.

Examining Heterogeneity in the Impacts of Socio-Emotional Curricula in Preschool: A Quantile Treatment Effect Approach.

We examine treatment effect heterogeneity using data from the Head Start CARES study, in which a sample of preschool centers was randomly assigned to either one of three curricula interventions targeting socio-emotional (SE) skills (i.e., emotional knowledge, problem-solving skills, and executive functions) or to continue using their "business-as-usual" curriculum. Most existing research estimates only mean differences between treatment and control groups, and uses simple subgroup analyses to assess treatment heterogeneity, which may overlook important variation in treatment effects across the ex post outcome distribution. We use quantile treatment effects analyses to understand the impacts of these curricular interventions at various parts of the outcome distribution, from the 1st percentile to the 99th percentile, to understand who benefits most from SE curricula interventions. Results show positive impacts of the curricula interventions on emotional knowledge and problem-solving skills, but not equally across the full skill distribution. Children in the upper half of the emotional knowledge distribution and at the higher end of the problem-solving skills distribution gain more from the curricula. As in the study's original mean-comparison analyses, we find no impacts on children's executive function skills at any point in the skills distribution. Our findings add to the growing literature on the differential effects of curricula interventions for preschool programs operating at scale. Importantly, it provides the first evidence for the effects of SE curricula interventions on SE outcomes across children's outcome skill levels. We discuss implications for early education programs for children with different school readiness skills.

Who Participates in Quality Rating and Improvement Systems?

Even with rapid and widespread expansion of states' quality rating and improvement systems (QRIS)-tiered frameworks that assess, communicate, and improve early childhood education (ECE) quality-there exists no population-level information regarding which providers choose to participate in these primarily voluntary systems. We use a nationally representative survey of ECE centers to examine how the characteristics of ECE centers and the communities in which they are located predict participation in QRIS to understand the scope of QRIS policy implementation and the extent to which QRIS may be equity enhancing. We find that approximately one-third of centers nationwide participated in QRIS in 2012. Selection model results reveal that participation is more likely among centers that blend multiple funding sources and who are NAEYC accredited, and in communities with high poverty rates. However, QRIS participation is less likely in communities with relatively higher proportions of Black residents. Findings raise questions about how QRISs can equitably engage programs in all communities.

Complementarities between Early Educational Intervention and Later Educational Quality? A Systematic Review of the Sustaining Environments Hypothesis.

The sustaining environments hypothesis refers to the popular idea, stemming from theories in developmental, cognitive, and educational psychology, that the long-term success of early educational interventions is contingent on the quality of the subsequent learning environment. Several studies have investigated whether specific kindergarten classroom and other elementary school factors account for patterns of persistence and fadeout of early educational interventions. These analyses focus on the statistical interaction between an early educational intervention - usually whether the child attended preschool - and several measures of the quality of the subsequent educational environment. The key prediction of the sustaining environments hypothesis is a positive interaction between these two variables. To quantify the strength of the evidence for such effects, we meta-analyze existing studies that have attempted to estimate interactions between preschool and later educational quality in the United States. We then attempt to establish the consistency of the direction and a plausible range of estimates of the interaction between preschool attendance and subsequent educational quality by using a specification curve analysis in a large, nationally representative dataset that has been used in several recent studies of the sustaining environments hypothesis. The meta-analysis yields small positive interaction estimates ranging from approximately .00 to .04, depending on the specification. The specification curve analyses yield interaction estimates of approximately 0. Results suggest that the current mix of methods used to test the sustaining environments hypothesis cannot reliably detect realistically sized effects. Our recommendations are to combine large sample sizes with strong causal identification strategies, and to study combinations of interventions that have a strong probability of showing large main effects.

Parenting Skills and Early Childhood Development: Production Function Estimates from Longitudinal Data.

We provide evidence on the importance of specific inputs for child cognitive skills by estimating alternative specifications of the early childhood production function, between birth and kindergarten. We identify a new input measure, parent-child interaction, which is both important for development and amenable to policy intervention because parenting skills can be taught. We find that the application of reading books and singing songs and sensitive and engaging parent-child interactions as early as 9 months of age have an important effect on reading among kindergarten children.

Boosting School Readiness: Should Preschool Teachers Target Skills or the Whole Child?

We use experimental data to estimate impacts on school readiness of different kinds of preschool curricula - a largely neglected preschool input and measure of preschool quality. We find that the widely-used "whole-child" curricula found in most Head Start and pre-K classrooms produced higher classroom process quality than did locally-developed curricula, but failed to improve children's school readiness. A curriculum focused on building mathematics skills increased both classroom math activities and children's math achievement relative to the whole-child curricula. Similarly, curricula focused on literacy skills increased literacy achievement relative to whole-child curricula, despite failing to boost measured classroom process quality.

Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?

Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two preschool experiments, we investigate whether features of elementary schools, particularly advanced content and high-quality instruction in kindergarten and first grade, as well as professional supports to coordinate curricular instruction, reduce fadeout. Across both studies, our measures of instruction did not moderate fadeout. However, results indicated that targeted teacher professional supports substantially mitigated fadeout between kindergarten and first grade but that this was not mediated through classroom quality. Future research should investigate the specific mechanisms through which aligned preschool-elementary school curricular approaches can sustain the benefits of preschool programs for low-income children.

Double Down or Switch It Up: Should Low-Income Children Stay in Head Start for 2 Years or Switch Programs?

BACKGROUND: Recent growth in subsidized preschool opportunities in the United States for low-income 4-year-old children has allowed federal Head Start programs to fund more slots for 3-year-old children. In turn, when Age-3 Head Start participants turn four, they may choose to switch into one of the many alternative care options or choose to stay in Head Start for a second year. OBJECTIVES: We analyze a nationally representative sample of Age-3 Head Start participants to examine whether children who stay in Head Start for a second year at Age 4 exhibit greater school readiness and subsequent cognitive and behavioral performance compared with children who switch out of Head Start into alternative care. We also examine differences between children who stay at the same Head Start center at Age 4 with those who switch to a different Head Start center. RESEARCH DESIGN: Child fixed effects analyses coupled with inverse probability of treatment weights to remove observable, time-invariant differences between Head Start stayers and switchers. SUBJECTS: Cohort of Age-3 Head Start attendees from the Head Start Impact Study. MEASURES: Child cognitive and behavioral skills assessed by trained administrators annually at ages 3-7. RESULTS: Age-3 Head Start participants' outcomes do not differ at the end of preschool, kindergarten, or first grade based on their choice of Age-4 program. Staying at the same Head Start center for 2 years may be beneficial for behavioral skills. CONCLUSIONS: For low-income families, there exist many equally beneficial options to support their children's school readiness through public preschool programs.

Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?

Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children's school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially benefit from the use of randomly assigned classroom curricula targeting specific academic domains. Our results indicate that children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula. Future research is needed to examine the specific mechanisms and classroom processes through which curricula help improve children's outcomes.

Healthy and Ready to Learn: Effects of a School-Based Public Health Insurance Outreach Program for Kindergarten-Aged Children.

BACKGROUND: Rates of child insurance coverage have increased due to expansions in public programs, but many eligible children remain uninsured. Uninsured children are less likely to receive preventative care, which leads to poorer health and achievement in the long term. This study is an evaluation of a school-based health insurance outreach initiative, "Healthy and Ready to Learn," aiming to identify and enroll uninsured kindergarteners in areas of high economic need in 16 counties in North Carolina. METHODS: Regression discontinuity design and difference-in-differences analyses were used to estimate the effect of the initiative on Medicaid and CHIP enrollment (primary outcome) and preventive care use (well-child visits; secondary outcome). Focus groups and key-informant interviews were conducted to assess best practices and identify barriers to outreach for child enrollment. RESULTS: The initiative increased enrollment rates by 12.2% points and increased well-child exam rates by 8.6% points in the RD models, but not differences-in-differences, and did not significantly increase well-child visits. CONCLUSIONS: Findings demonstrate the potential benefits of using schools as a point of intervention in enrolling young children in public health insurance and as a source of trusted information for low-income parents.

Fadeout in an early mathematics intervention: Constraining content or preexisting differences?

A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving children in the control groups of early mathematics interventions catch up to the higher-achieving children in the treatment groups. An alternative explanation is that persistent individual differences in children's long-term mathematical development result more from relatively stable preexisting differences in their skills and environments than from the direct effects of previous knowledge on later knowledge. We tested these 2 hypotheses using data from an effective preschool mathematics intervention previously known to show a diminishing treatment effect over time. We compared the intervention group to a matched subset of the control group with a similar mean and variance of scores at the end of treatment. We then tested the relative contributions of factors that similarly constrain learning in children from treatment and control groups with the same level of posttreatment achievement and preexisting differences between these 2 groups to the fadeout of the treatment effect over time. We found approximately 72% of the fadeout effect to be attributable to preexisting differences between children in treatment and control groups with the same level of achievement at posttest. These differences were fully statistically attenuated by children's prior academic achievement. (PsycINFO Database Record

Head Start at ages 3 and 4 versus Head Start followed by state pre-k: Which is more effective?

As policy-makers contemplate expanding preschool opportunities for low-income children, one possibility is to fund two, rather than one year of Head Start for children at ages 3 and 4. Another option is to offer one year of Head Start followed by one year of pre-k. We ask which of these options is more effective. We use data from the Oklahoma pre-k study to examine these two 'pathways' into kindergarten using regression discontinuity to estimate the effects of each age-4 program, and propensity score weighting to address selection. We find that children attending Head Start at age 3 develop stronger pre-reading skills in a high quality pre-kindergarten at age 4 compared with attending Head Start at age 4. Pre-k and Head Start were not differentially linked to improvements in children's pre-writing skills or pre-math skills. This suggests that some impacts of early learning programs may be related to the sequencing of learning experiences to more academic programming.

Home is Private Do Not Enter! Introversion and Sensitivity to Work-Home Conflict.

This study examined extraversion as a moderator of the relationship between negative work-home conflict and stress-related outcomes among US employees using conservation of resources theory and privacy regulation theory. Introverts only experienced stronger negative effects of negative work-home conflict on work-related resource depletion (job burnout, low engagement, low satisfaction with balance) rather than general resource depletion (personal burnout) and strain (physical and psychological). This finding suggests that introverts selectively withdraw from the work domain to conserve resources when privacy at home is threatened. Employers may want to consider ways to help introverts increase work-home segmentation, such as reducing workplace norms that encourage employees to be continuously accessible. Copyright © 2014 John Wiley & Sons, Ltd.

The Work-Family Interface as a Mediator between Job Demands and Employee Behaviour.

In this investigation, we draw from the job demands-resource model and conservation of resources theory to examine the relationship between job demands, the work-family interface and worker behaviours. Data collected from an online survey of workers revealed that hindrance demands indirectly increase interpersonal and organizational deviance through work interference with family and family interference with work. Challenge demands indirectly predict interpersonal and organizational deviance through work interference with family. Finally, hindrance demands indirectly decreased individual-directed organizational citizenship behaviours through work-to-family enrichment. Taken together, these results stress the relevance of job demand management and resource drain/acquisition to counterproductive and extra-role behaviours.

Creating technological boundaries to protect bedtime: examining work-home boundary management, psychological detachment and sleep.

This study examined the mechanism by which information and communication technology (ICT) use at home for work purposes may affect sleep. In this investigation, data from 315 employees were used to examine the indirect effect of ICT use at home on sleep outcomes through psychological detachment, and how boundary creation may moderate this effect. Results revealed the indirect effect of increased work-home boundary crossing on sleep (quantity, quality and consistency) through psychological detachment occurred only among individuals with low boundaries around ICT use and not among those with high boundaries. These results suggest that creating boundaries around work-relevant ICT use while at home is beneficial to sleep as a recovery process through being able to psychologically disengage from work.