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http://hdl.handle.net/1961/4556
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| Title: | Understanding Gender DIfferences in the Effects of the Tulsa Pre-K Program on Children's School Readiness |
| Authors: | Corrington, Mary |
| Issue Date: | 18-Nov-2008 |
| Abstract: | This study examines the role of gender in the effects of the Tulsa pre-K program on childrens readiness for kindergarten as assessed by scores on the Woodcock-Johnson achievement test. Evidence suggests that the Tulsa pre-K program has positive, statistically significant effects for children as a whole, but whether these effects differ by gender remains unknown. This study examined the impact of the Tulsa pre-K program on the Woodcock-Johnson achievement test scores of boys and girls in a sample of 3,579 children (1,724 girls, 1,847 boys) in the Tulsa Public Schools system during 2005-2006. A Regression Discontinuity design was utilized to determine if gender differences in the impact of the Tulsa pre-K program exist, and Hierarchical Linear Modeling was implemented to analyze whether gender differences can be explained in part by heterogeneous predictors of success for boys and girls or differential exposure to homogeneous predictors. Although no gender differences in the effect of participation in the Tulsa pre-K program were found, girls entered pre-K with an advantage in pre-reading and pre-math skills and maintained that advantage at kindergarten entry. Possible mediators of these gender differences were explored, and the data suggest that girls and boys are impacted differentially by classroom quality, with boys experiencing larger gains in classrooms with high levels of instructional support, and smaller gains in classrooms with high levels of emotional support. There were no such effects for girls. Interactions of gender with race and socio-economic status were also explored in an effort to determine whether there were subgroups of boys and girls for which the impacts of pre-K are more similar to their opposite sex peers, however these results were inconclusive. The results of this study support the notion that policy concerns for the welfare of boys in particular may not be fully addressed by early childhood education programs. It may be important for educators and policy makers to more explicitly consider gender when training early care providers and when designing early childhood education programs to maximize the benefits for all children. |
| URI to cite or link to this item: | http://hdl.handle.net/1961/4556 |
| Appears in Collections: | Public Policy (GT-ETD)
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Georgetown University 
