Key Questions

1. Were Chicago’s pre-k policy changes related to academic outcomes in early elementary school?

2. How were pre-k policy changes related to second grade outcomes?

Overview

This study, with NORC at the University of Chicago and Start Early, investigates if and how the geographic placement of full-day pre-k classrooms within a school district matters for later student outcomes.  It found that Chicago policies intended to increase access and enrollment to full-day, school-based pre-k were also related to higher kindergarten entry skills and ultimately better academic outcomes in second grade, particularly for high-priority students. Average second-grade math and reading test scores and academic grades increased the most for some high-priority student groups, including Black students, students in the lowest-income group, and students living in mostly Black neighborhoods.

Key Findings

  • For most student groups, the pre-k policy changes were related to more favorable early elementary math test scores and academic grades.
  • For Black students and students in the lowest-income group, the pre-k policy changes were also associated with higher reading test scores in second grade.
  • Across all student groups, improved second grade outcomes were related to pre-k policy changes through greater access to full-day pre-k, and subsequently improved kindergarten entry skills.
  • This pathway, from full-day pre-k to better second grade outcomes, proved especially strong among Black students, students in the lowest-income group, and students living in mostly-Black neighborhoods.

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