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How Much Regulation? A Fuzzy Regression Discontinuity Analysis of Student Literacy Skills in Prekindergarten vs. Transitional Kindergarten

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  • Christopher Doss

    (RAND Corporation Arlington, VA 22202-5050)

Abstract

A growing body of research provides evidence that quality early childhood experiences can affect a host of life outcomes. Equally well documented is the variation in the quality of prekindergarten (pre-K) programs offered to children. In this study, I use a fuzzy regression discontinuity approach to evaluate the efficacy of transitional kindergarten (TK) on student outcomes in the San Francisco Unified School District. TK is a highly regulated, state-funded, early education program. Importantly, universal pre-K was already established in San Francisco, making this study a comparison of pre-K opportunities. This study tests whether a more highly regulated pre-K program, situated solely in schools, can provide benefits to young five-year-olds over a modern, robust universal pre-K market. I find that students who attended TK outperform their peers on a variety of foundational literacy skills, with some evidence the gains are larger for minority children. TK, however, had little effect on the rate of absences in kindergarten and first grade.

Suggested Citation

  • Christopher Doss, 2019. "How Much Regulation? A Fuzzy Regression Discontinuity Analysis of Student Literacy Skills in Prekindergarten vs. Transitional Kindergarten," Education Finance and Policy, MIT Press, vol. 14(2), pages 178-209, Spring.
    • Handle: RePEc:tpr:edfpol:v:14:y:2019:i:2:p:178-209
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    References listed on IDEAS

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