The Social-Emotional Effects of Early Childhood Education Programs in Tulsa, OK

Georgetown Public Policy Institute, 3520 Prospect Street, NW, Washington, DC 20007, USA.
Child Development (Impact Factor: 4.92). 09/2011; 82(6):2095-109. DOI: 10.1111/j.1467-8624.2011.01648.x
Source: PubMed


This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.

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    • "The evaluation focused on the children enrolled in the Tulsa pre-K programs in 2006–2007, using the data from the Tulsa Preschool Study 2006–2007 Public Use Data File. This evaluation of the Oklahoma's state-funded universal pre-K program administered in Tulsa Public Schools, and the Tulsa County Head Start program administered by local Community Action Project sites was conducted by a team from Georgetown University who made the data public (Gormley, 2011 "
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    ABSTRACT: As policymakers contemplate expanding preschool opportunities for low-income children, one possibility is to fund 2, rather than 1 year of Head Start for children at ages 3 and 4. Another option is to offer 1 year of Head Start followed by 1 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 prereading 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 prewriting skills or premath skills. This suggests that some impacts of early learning programs may be related to the sequencing of learning experiences to more academic programming.
    Educational Evaluation and Policy Analysis 07/2015; DOI:10.3102/0162373715587965 · 1.38 Impact Factor
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    • "Der Forschungsstand zu den Auswirkungen der nutzung vorschulischer Bildungsprogramme für kinder ab drei Jahren spricht überwiegend für positive effekte auf die sozio-emotionale entwicklung. Gormley Jr. und kollegen (2011) kamen zu dem Schluss, dass die teilnahme am pre-k-programm mit geringeren werten in Schüchternheit, Apathie und Aufmerksamkeitsgebaren einhergeht. Auch in der englischen eppSe-Studie schnitten kinder mit vorschulischer Bildungserfahrung im Vergleich zu kindern, die ausschließlich zu hause betreut worden waren, zunächst insgesamt besser in der Beurteilung ihrer sozio-emotionalen entwicklung ab. "

    Zeitschrift für Erziehungswissenschaft 06/2013; 16(2):237-275. DOI:10.1007/s11618-013-0357-5 · 0.99 Impact Factor
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    ABSTRACT: This observational study of 106 pre-K classrooms in Tulsa, Oklahoma provides descriptive data on children's classroom experiences – classroom climate and exposure to academic instruction – and comparisons of Tulsa classrooms with a multi-state sample of pre-K and Head Start classrooms led by comparably educated teachers. We also examined teacher and classroom characteristics that were associated with variation in children's classroom experiences. Compared to other school-based pre-K and Head Start classrooms, teachers in the Tulsa classrooms received significantly higher scores for various dimensions of Instructional Support and Classroom Organization, and devoted significantly more time to academic instruction, notably Literacy and Math Activities. Within the Tulsa sample, children in Head Start classrooms received less exposure to Math instruction, but more exposure to Social Studies activities as compared to their peers in public school pre-K classrooms. Teacher and classroom characteristics were not associated with classroom climate, and only the teachers’ years of experience was associated with greater exposure to Literacy Activities. Major challenges remain in identifying classroom and teacher attributes that contribute to high-quality, educationally rich pre-K environments.
    Early Childhood Research Quarterly 07/2009; 24(3-24):213-228. DOI:10.1016/j.ecresq.2009.05.002 · 1.67 Impact Factor
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