Social-Emotional Effects of Early Childhood Education Programs in Tulsa

William T. Gormley, Deborah A Phillips, Katie Newmark, Kate Welti, Shirley Adelstein

2011-09-28articleChild Development138 citationsclosed

No readable copy stored yet — this record is metadata only.

Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development School Choice and Performance

Abstract

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.

Citations in this library

Stored only when both papers are in the corpus — 138 citations exist upstream.

References

2002Socioeconomic Status and Child Development

2007School readiness and later achievement.

1998Socioeconomic disadvantage and child development.

1997The Effects of Poverty on Children

2007Peer Interactions, Relationships, and Groups

1994Economic Deprivation and Early Childhood Development

2007Preschool Program Improves Cognitive Control

2002School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

Cited by

2013Stichwort: Auswirkungen frühkindlicher institutioneller Betreuung und Bildung

2015Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis

2021Fostering socio-emotional learning through early childhood intervention

2015The role of preschool in promoting children’s healthy development: Evidence from an Australian population cohort

2015Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study

2015Do the short-term effects of a high-quality preschool program persist?

2012High-Quality School-Based Pre-K Can Boost Early Learning for Children with Special Needs

2015Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge