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Will Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality between Students and across States
- Source :
-
American Educational Research Journal . Feb 2018 55(1):79-116. - Publication Year :
- 2018
-
Abstract
- Publicly funded pre-K is often touted as a means to narrow achievement gaps, but this goal is less likely to be achieved if poor and/or minority children do not, at a minimum, attend equal quality pre-K as their non-poor, non-minority peers. In this paper, I find large "quality gaps" in public pre-K between poor, minority students and non-poor, non-minority students, ranging from 0.3 to 0.7 SD on a range of classroom observational measures. I also find that even after adjusting for several classroom characteristics, significant and sizable quality gaps remain. Finally, I find much between-state variation in gap magnitudes and that state-level quality gaps are related to state-level residential segregation. These findings are particularly troubling if a goal of public pre-K is to minimize inequality.
Details
- Language :
- English
- ISSN :
- 0002-8312
- Volume :
- 55
- Issue :
- 1
- Database :
- ERIC
- Journal :
- American Educational Research Journal
- Publication Type :
- Academic Journal
- Accession number :
- EJ1167066
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.3102/0002831217732000