The effects of public pre-kindergarten attendance on first grade literacy achievement: a district study

Abstract This study investigated the link between public pre-kindergarten attendance and first grade literacy achievement in the United States. Participants (N = 1056; first grade children from one mixed-urban city in Virginia in 2012–2013) had either attended district-provided public Pre-K or had not attended formal or institutional preschool of any kind. Significant effects were found on each literacy measure in both the beginning and the middle of first grade (avg. ES = .32 and predicted gain of 13%). On average, Pre-K attendees were meeting reading benchmarks in the beginning and middle of first grade, while the no-preschool group was reading below the benchmarks during both time points. Findings strengthen the evidence base for the ability of public Pre-K to improve children’s literacy achievement in first grade while also describing a transferable example of universal Pre-K at the district level which policy-makers and practitioners may wish to consider