Pre-K Longitudinal Study: Findings from the 1999-2000 School Year.

Summary of Influences on Second-Grade Skills and Behaviors In this section, we summarize the influence of differences in the Pre-K and kindergarten experiences of Georgia’s children on their performance through the end of their third year of elementary education. While the analysis does present important systematic differences, other research has shown that some types of differences, specifically cognitive gains, can fade out over time and others, such as improved educational and social outcomes, may appear. For example, it appears that the effects of household income differences are becoming more significant over time. We believe that is very important to analyze the results of promotion decisions and standardized test scores that will be available as these children complete the third grade. Our emphasis in this report is on the Pre-K differences that are systematically related to fourth year performance and differences in kindergarten that may enhance or reduce any gains achieved during Pre-K. The age at which a child begins Pre-K strongly influences his/her academic and other skills from Pre-K through second grade. Children at the older range of eligibility for Pre-K score approximately 10 percent higher on all academic subjects than children who turn four just as they begin Pre-K, that is, in June, July or August immediately prior to beginning Pre-K. For children in classes with more disadvantaged students, age has an impact approximately twice as large or 20 percent higher for the September births than the June through August births. Children who were in classes with more disruptive children fare worse in all skills and behaviors except math. On average, children in classes with four disruptive children score 20 percent lower on academic performance measures than children in classes with no disruptive children. Most of these negative impacts accrue to the disruptive children themselves. A great deal of research shows that disruptive children are likely to suffer negative social and educational consequences including retention and eventually dropping-out. We plan additional analyses during the next two years to estimate the effects of disruptive children on their peers within Pre-K and kindergarten classrooms. The effectiveness of Pre-K teachers whose highest credential is the Child Development Associate (CDA) or similar credential decreases as their years of experience mounts. The effects of teachers with CDA credentials early in their careers is often positive when compared to teachers with college degrees, however, the performance of students taught by CDA holders with more than five years of experience is