Abstract
Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points). These results support ECE’s utility for reducing education-related expenditures and promoting child well-being.
Original language | English (US) |
---|---|
Pages (from-to) | 474-487 |
Number of pages | 14 |
Journal | Educational Researcher |
Volume | 46 |
Issue number | 8 |
DOIs | |
State | Published - Nov 1 2017 |
Keywords
- early childhood education
- grade retention
- high school graduation
- meta-analysis
- preschool
- special education
ASJC Scopus subject areas
- Education