- Title Information
- Title
- Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis
- Name
- Name Part
- Francis Pearman
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Name
- Name Part
- Matthew Springer
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Name
- Name Part
- Mark Lipsey
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Name
- Name Part
- Mark Lachowicz
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Name
- Name Part
- Dale Farran
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Name
- Name Part
- Walker Swain
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Subject
- Topic
- PreK
- Subject
- Topic
- academic achievement
- Subject
- Topic
- sustaining environments
- Subject
- Topic
- teacher quality
- Subject
- Topic
- school quality
- Subject (edworkp)
- Topic
- Early childhood
- Subject (edworkp)
- Topic
- Program and policy effects
- Origin Information
- Date Created
- 2019
- Publisher
- Annenberg Institute for School Reform at Brown University
- Abstract
- The sustaining environments thesis hypothesizes that PreK effects are more likely to persist into later grades if children experience high-quality learning environments in the years subsequent to PreK. This study tests this hypothesis using data from a statewide PreK randomized experiment in Tennessee that found positive effects at the end of PreK that did not persist past kindergarten. These data were combined with teacher observation and school-level value-added scores from Tennessee’s formal evaluation system to determine whether positive effects of PreK persisted for the subgroup of students exposed to higher-quality learning environments between kindergarten and 3rd-grade. Neither exposure to highly effective teachers nor attending a high-quality school was sufficient by itself to explain differences in achievement between PreK participants and non-participants in 3rd-grade. However, this study found evidence that having both was associated with a sustained advantage for PreK participants in both math and ELA that lasted through at least 3rd-grade. Notably, however, very few children were exposed to high-quality learning environments after PreK, suggesting that maximizing PreK investments may require attending to the quality of learning environments during PreK and beyond.
- Language
- Language Term:
Code (ISO639-2B)
- eng
- Type of Resource
- text
- Genre (aat)
- grey literature
- Related Item:
series
- Title Information
- Title
- edworkingpapers.com
- Related Item
- Identifier:
DOI
- 10.26300/p0a7-rg97
- Access Condition:
use and reproduction
(href="http://rightsstatements.org/vocab/InC/1.0/")
- In Copyright